Assistive Technology in the Classroom. Session 6 Assistive Technology that Supports Communication Communication Technologies.

Assistive Technologyin the Classroom

Session 6Assistive Technology that Supports Communication

Communication Technologies

Presentation Agenda

Introduction

Planning for AAC

AAC Intervention

AAC Technology

Introduction

Augmentative and Alternative Communication

AAC is the use of technology to support, enhance, and supplement the communication of individuals who are not independent verbal communicators in all situations.

Includes no tech, low tech, and high tech systems

Think about this… Why do we communicate? What are the different purposes of

communication? What do you think is the most important

purpose of communication?

Purposes of Communication

To socialize and interact

To exchange information

To make requests

Common Myths about AAC

AAC is just for expressing wants and needs

AAC has prerequisitesStudents must have achieved some level of cognitive or physical ability before they can use AAC

The number of symbols in the AAC system should be limited

Including AAC Users

Provide as many communication opportunities as possible

Provide instruction on how to communicate

Be a good communication partner

Expect communication

Focus on growth and success… …not perfection

Planning for Inclusion

Formal and informal assessments

Extended trials

Establish reliable access to system

Establish clear goalsShort term (communicate now!)

Medium term (by the end of this school year)

Long term (preparing for adulthood)

Watch this…Many teams do a fantastic job of providing communication opportunities for their AAC using students!

Brad and Jeffrey’s team have created a wonderful opportunity for peer tutoring so that both students can use their AAC system more effectively

Brad and Jeffrey: The Power of Communication

AAC Intervention Strategies

Models

Intervention strategies

Message selection

AAC Intervention ModelsSelection of model based on

Philosophy of team, research, experience

Models are not mutually exclusive

Intervention always goal based

ModelsDevelopmental approach

Second language approach

System for Augmenting Language

Communicative Competence

AAC Intervention Strategies

Classroom lifeAttention getting, turn taking, real kid language, plan for unexpected responses

Routines and choice makingGreetings, participation vocabulary, comments

Centre TimeOpportunity to model choice making and literacy development

Journal TimeCore vocabulary, extended vocabulary, alphabet array

Break Time!

AAC InterventionMessage Selection

Complex and critical to success of intervention

Factors affecting vocabulary selectionCommunication purpose, motivation and relevance, message functions, vocabulary issues

Symbol setsUnaided and aided symbols

Symbol set features

Types of messagesLetters, words, phrases, sentences, facilitators, self-advocacy

Session ActivityPractice creating communication boards for a student who is having lunch with his peers in school. Draw a grid on a piece of paper and write one word or short sentence messages in each square. These get more challenging as you work your way down!

Create a communication board with 15 different messages

Create a communication board with 9 different messages

Create a communication board with 5 different messages

Create a message for a student that only deliver 1 message!

What did you notice as you had to reduce the number of messages each time – which were the first to go? What messages did you decide to keep? What did you consider the single most important message for the student to be able to say at the lunch table?

Boardmaker Plus Software Boardmaker Plus electronic symbol library most common symbol set used in schools today

Very easy to use but important to know how to get the most out of the program to create custom communication boards and visual schedules for your students

Free trial download from www.mayer-johnson.com

Great collection of Boardmaker / Boardmaker Plus boardsSET-BC’s pictureSET

Break Time!

Speech Generating Devices

Single message

Multiple message

Dynamic display

Icon sequencing

Text-to-speech

Single Message DevicesOne message available at a time

Primarily for student inclusion and participation

Easily programmed and reprogrammed

Battery operated

Very portable

Curriculum ideasGreetings, comments, repeated lines in books, punch line from joke, oral survey question

Single Message ExamplesBig Mack (www.ablenetinc.com)

Step-by-Step Communicator (www.ablenetinc.com)

Partner One (www.turningpointtechnology.com)

Multiple Message Devices

Sequencing symbols

Greater independence

Multiple overlays

Customize size and number of messages

Can use alternate access methods

Curriculum ideasClassroom routines, literacy activities, answering questions in class, social communication

Multiple Message ExamplesTechSpeak / TechScan (www.amdi.net)

Smart Talk / Smart Scan (www.amdi.net)

Go Talk (www.attainmentcompany.com)

Partner 4 (www.turningpointtechnology.com)

Hip Talk (www.enablingdevices.com)

Activity Pad (www.mayerjohnson.com)

Dynamic Display DevicesAccess more symbols by changing display

Multiple access methods

Varying degrees of portability

All symbols, messages, and displays need to be customized

Curriculum ideasUseful in any activity at school or home

Dynamic Display ExamplesComputer software

Boardmaker Plus / Speaking Dynamically Pro

Proloquo2Go (iProducts) www.proloquo2go.com

Dedicated DevicesDynavox products – e.g. V and VMax

www.dynavoxtech.com

Prentke Romich products – e.g. Springboard Lite

www.prentrom.com

Satillo products – e.g. ChatPC Silk

www.satillo.com

Icon Sequencing Devices

Finite set of symbols with multiple meanings

Message depends on the sequence of use

Generative messages can be created

Multiple access methods

Symbols and text

Curriculum ideasGenerates novel language and messages

Effective and efficient for communication

Icon Sequencing ExamplesPrentke Romich Devices

www.prentrom.com

Springboard Lite

Vantage / Vanguard Lite

ECO

Watch this…Many students use different SGDs for both communication and academic purposes

Watch a video entitled Terron – The Ad-Vantage of Writing to see how he uses his icon sequencing device for pursuing his dream of becoming an author

Break Time!

Text-to-Speech Devices

Generates synthesized speech by typing in letters, words or sentences

May be time consuming and tiring

Has some encoding strategies

Curriculum ideasAs long as the non-speaking person can spell, any words, sentences or messages can be spoken

Text-to-Speech Examples

LightWriter (www.zygo.com)

Dynawrite (www.dynavoxtech.com)

Polyana (www.zygo-usa.com)

Dubby II (www.zygo-usa.com)

AAC System Not DeviceAAC users have a communication ‘system’

Everyone has multiple ways of communicating

No tech, low tech, high tech

systems when and where

appropriate

Final thoughts…

“The way we communicate with others and with ourselves ultimately determines the quality of our lives.”

Anthony Robbins

“Such is human psychology that if we don’t express our joy, we soon cease to feel it.”

Lin Yutang

Discussion ForumIn this session’s discussion, your small group will create two lesson plans that integrate the technology you’ve selected for your student

Review the AT solution you’ve selected

Review your student’s schedule

Select two subjects/activities to create simple lesson plans showing how technology will be used by student

Choose a reporter!

Session Summary ActivityLink to Session 6 Summary Activity

Session 6 Summary Activity

Will be emailed to you after this session!

Any Questions?Almost at the end of the

Learning Option!