& Visual Supports Shared Literacy · 2017. 8. 1. · Model (reading and talking) modeling communication with the AAC • Read text and provide AAC model; pause • Model the use of

Shared Literacy

& Visual Supports

Increasing engagement and verbal output by

reading

Introductions

• Jana Girvan, AT/AAC Specialist, HDESD

• Melanie Schaefer, AT Specialist, HDESD

Why are we here?

• Purpose of training• Sam Sennott and Eric Sanders• http://www.sharedreadingproject.com/

• Increase knowledge of AAC• Shared Literacy Process

• Increase verbal output

• Increase engagement

WHAT IS AAC?▪ AAC= Augmentative and Alternative Communication

▪ “… includes all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas” (ASHA, http://www.asha.org/public/speech/disorders/AAC/)

▪ Vocalizations, word approximations, spoken words▪ Signs, Gestures▪ Low tech= communication boards, pictures▪ High tech= computers/tablets with communication systems

AAC in various formsActivity: Ask Your Neighbor

Three people to a team.

1-AAC user(non-verbal!)

2-Partner communicator

3-Scribe

Questions

• How do you think the caterpillar felt?

• What do you think is going to happen next?

• Why do you think the caterpillar built a cocoon?

• What did you think about the book?

Basic Vocabulary

Core Word

Fringe VS Core Vocabulary

Small # of words

Used about 80% of the time in daily communication

Applicable to most topics and environments

High frequency of use

Can demonstrate larger variety of communicative functions

What is Core Vocabulary?

Allows for more communicative opportunities

Potential for expanding utterance length

Consistency of symbol location

Examples include: GO, STOP, THAT, WANT, COME, UP, AGAIN, MORE, ALL DONE, I, HELP

Core Word.Assistiveware.com

What is Fringe Vocabulary ?

Large # of words

Used about 20% of the time in daily communication

limited environments and topics

Low frequency of use

Can demonstrate fewer communicative functions

Less potential for expanding utterance length

Random/changing locations or multiple pages to search

Examples include: nouns (TURTLE, CRACKER), topic specific vocabulary (WETLANDS, DESERT)

Why use Core more than Fringe?When you teach more core words first, students are able to get their needs met quicker.

These words can be used across all settings to include reading and writing.

Fringe words can be taught in addition to core words to help the student learn specific vocabulary and to expand their communication.

LOCATION, LOCATION, LOCATION!!When teaching vocabulary best practice is to keep the

icons in the same location. (Especially your core words). Student learn to navigate their device based on motor memory rather than remembering the exact icon.

Think of keyboarding...We learn to keyboard by memorizing where the letters are on the keyboard. It becomes a motor pattern that we do without thinking about which key we are hitting.

Examples of what Core can look like

Video of teaching CORE words

Take a Break!

Model-ER

Shared Literacy

Shared literacy and AAC:Old Method

• What we know:

• Dominated by the adult

• Less collaborative• Child is more

passive

Shared Reading

• What we know

• Interactive experience• Adults become active facilitators

and listeners during reading• Prompts and sequence that

fosters interaction• Child becomes the storyteller

What it looks like

What it Looks Like

ModelER for Reading and Talking

Model

Encourage

Respond

Model using AAC

Encourage by providing wait time (5 seconds or longer)

Respond by repeating part of what the child said and expand on it with AAC modeling

Child Communication Turn

What do you need?

-Books

-AAC Vocabulary Display

-either high tech or low tech

-communication partner

Model (reading and talking)

modeling communication with the AAC

• Read text and provide AAC model; pause

• Model the use of AAC as you play and talk with your child

• “think out loud” when you are using the device

• By modeling, we demonstrate how to use the system, how to say specific words, and how to put words and word parts together.

• Don’t be afraid to make a mistake!

• It’s good for your child to see you make mistakes too!

ModelER

ENCOURAGE: Attributing meaning

• Pause and Wait for your child to communicate

• Clearly marks the opportunity for your child to communicate

• Clearly indicates that your child is expected to communicate

• Provides additional time for your child to understand what is said

• Provides additional time for your child to formulate a message

ModelER

RESPOND

• Repeat part of what the child said

• Expand on child’s words using AAC modeling

• Ask a variety of types of questions

• Comment on the child’s words

ModelER

Types of Boards• Apps: Proloquo 2 Go, Go Talk

• Boardmaker• Low tech• Adapted Books

Other Resources:• Tarheel Reader• Tumblebooks

Practice with Low Tech Board

Additional Resources

Shared Literacy Link: https://www.dropbox.com/sh/mplr9gja9nb6odh/AACHdo2avNMMAkm8BX__jmLTa?dl=0

http://www.assistiveware.com/assistiveware-core-word-classroom

http://praacticalaac.org/

http://tarheelreader.org/

http://www.universaldesignlab.com/sharedreadingproject/