In most situations, communication teaching must be steeped in a meaningful context. SLPs build their plans for teaching new concepts or communicative intents around things that are relevant and important to the AAC learner.
This month we’ve been talking about ways to use traditional language facilitation strategies with people who use AAC. So far, we’ve covered expansion and extensions and recasts. This week we talk about feedback.
It’s a(nother) new semester for us and that means we get the chance to work with a whole new crop of graduate student SLPs who are learning to provide AAC services for the very first time. It just doesn’t get any better than that!
When you’re learning something new, it’s likely that you’ll need some help along the way. The same is true for our AAC learners. Here are some of the things we’ve been thinking about lately regarding prompts and cues.
Julie Dunbar of Orange County Goodwill’s AT Exchange Center provides an overview of core vocabulary teaching activities. Need suggestions for teaching and practicing these words throughout the day? Take a look. Direct Link: https://www.youtube.com/watch?v=293GzUPnFAM
Since we’ve been talking about vocabulary instruction, we thought it might be fun to take a peek inside some therapy sessions where new words were being taught. In the examples below, we were teaching a core word and a Tier 2 vocabulary word over a few sessions. Here are some excerpts with their key intervention…
We were looking for some core vocabulary lists the other day and it struck us: Maybe you were, too! Here are some we found, both for core words and other AAC-related topics. Core Vocabulary Adults - Baladin& Iacono, 1999 via Minspeak.com Adults - Hill, 2001 via Minspeak.com Children - Banajee et al. 2003 via Minspeak.com Children [UNL]…
SLPs love to talk, of course, but sometimes that works against us. Over-prompting. Jumping in to repeat the last question. Re-phrasing the previous comment. Nature abhors a vaccuum and sometimes we just can't stop ourselves.
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