We are just delighted to share the AACtual Therapy of Arizona-based SLP, Deanna Wagner. We’ve known Deanna by reputation for a long while, but got to meet her in person at ISAAC this past summer. She has been involved in the AAC world for over 20 years. Her story as an AAC clinician is an interesting…
One of the coolest things about 2014 was that it seemed like the field of AAC reached a tipping point regarding the idea of aided language input. There are some differences in terminology (e.g., aided language stimulation, aided modeling), but the Big Idea is this: To teach AAC, be a speaker of AAC. Learners need…
Mining everyday routines at home, in school, and in therapy sessions for communication teaching opportunities is a great way to get started in boosting the effectiveness of AAC intervention. We are inspired when we see clinicians enhance their clients’ learning by making subtle, but important changes. - I was thrilled to hear one SLP talk…
Published on August 15th, 2013 | by Carole Zangari0 A- A A+ 5 Ways to Use Sequenced Message SGDs and Apps We’ve been having fun with sequenced message communicators and apps this summer. Yes, they’ve been around for a long time, but that doesn’t mean we use them to capacity. You just can’t beat those simple technologies for flexibility and ease of use. Here are some of the things we’ve been trying out.
1. Say hello: Record a variety of age appropriate greetings so that each time the AAC learner uses it, they greet their peers in different ways (e.g., Teen: “What’s up? Hey, how’s it going? Lookin’ good! Nice to see ya! Hey, what’s goin’ on?”).
2. Get the group’s attention: Allow AAC learners to help get their classmates’ attention (e.g., “Listen up, everyone! Mrs. Martinez has something to say”. “Hey, room 113-Mrs. M is ready for us to move on.” “Eyes forward, room 113.”).
3. Give instructions: Record steps to an activity so that the AAC learner can give instructions to the group (e.g., First, get out your markers and scissors. Color all the triangles blue and the circles red. Then cut along the lines. Get a glue stick and paste the shapes on your journal page.”)
4. Interrupt: If learners are going to interrupt, at least they can do it appropriately. Consider recording messages like ‘excuse me,’ ‘sorry to bother you,’ or ‘can I interrupt?’
5. Bid for a conversational turn: Conversations often move so quickly that people who use AAC don’t have as much time as they need to share their thoughts or opinions. It’s not a perfect solution, but one way to get help them participate in those discussions is by recording some messages that they can use quickly to get attention appropriately and buy some time to convey a more thoughtful message (e.g., “That’s interesting.” “I have a thought on that.” “I have something to say.” “Can I tell you what I was thinking?”).
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Tags: 5, five, sequenced message, SGD
About the Author
Carole Zangari Carole Zangari has been involved in the practice and teaching of AAC for over 20 years. She is a professor of speech-language pathology and has been fortunate to have been able to introduce many children and adults to the world of AAC. "Far and away the best prize that life has to offer is the chance to work hard at work worth doing." Theodore Roosevelt
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Latest Video of the Week: Recommended Practices for Beginning Communicators January 21st | by Carole Zangari A Year of Core Words: Sentences We Can Model January 20th | by Carole Zangari PrAACtical Interactions with Law Enforcement January 19th | by Carole Zangari AAC Posts from PrAACtical Week 3: January, 2015 January 18th | by Carole Zangari Materials for Modeling January Core Words January 15th | by Carole Zangari Popular Strengthening the Core: Modeling January Words 5 comments How to Make Communication Temptations Really Work 4 comments A(nother) Year of Core Vocabulary 3 comments 5 Great Resources for Pre-Made Communication Boards 2 comments Flashback Friday 2 comments Archive
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