tag:blogger.com,1999:blog-67983684759208769452024-03-28T23:29:22.940-04:00Teaching Learners with Multiple Special NeedsResources and ideas for teachers of learners with severe, profound, intensive, significant, complex or multiple special needs.Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.comBlogger1244125tag:blogger.com,1999:blog-6798368475920876945.post-41086677367078953072018-06-24T15:23:00.001-04:002018-06-24T20:05:26.591-04:00 #AACreadtoMe Contest<p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;" id="docs-internal-guid-2ed4abd3-333b-9c02-e23f-0037dc7d80a9"><img id="id_1c8e_9bff_2a48_d21f" src="https://lh3.googleusercontent.com/-XpcSvJcTyBc/Wy_vqboAmPI/AAAAAAABElk/KmOg7tWQp3UKgerJmdf6rnlSZ1UejwpzgCHMYCw/s5000/%255BUNSET%255D" alt="" title="" tooltip="" style="width: 353px; height: auto;"><br><br><br></p><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">The AAC through Motivate, Model and Move Out of the Way Facebook Group is having Summer Reading Contest. The goal of the contest is two fold: to have professionals and caregivers practice modeling and to create a free, online library of videos of storybooks being read aloud with AAC modeling happening during the reading. Please note: there doesn’t need to be AAC users present during the video - although it is not prohibited. The contest begins July 1, 2018 and closes August 1, 2018. </span></p><br><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">The hope is that we will see videos posted of many robust AAC systems both electronic and non-electronic and many different and wonderful kids books. AAC related companies have been asked to donate some prizes (still looking for more! Message me if you have something to donate!). One prize will be given for the best overall video, and two will be randomly selected. Other prizes may be added! </span></p><br><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Here are some suggestions for your video; </span></p><br><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Remember</span></p><ul style="margin-top:0pt;margin-bottom:0pt;"><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">There are a few ways to model while reading, the simplest is to model the action of the reader and comments, such as, turn the page, look, cool</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">This contest is looking for the modeling of core words (or common phrases) during the reading. For example, Marvin K. Mooney will YOU please GO NOW! (Modeled words in caps.)</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Your video should be useful for the AAC user(s) in your life. This contest is intended to be beneficial to the participant in that way. So model the language level or ability needed, it will be assumed whatever language level you model is appropriate for your situation. </span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">We are not looking for videos which show the symbols for the words in isolation, we are looking for modeling that allows the watcher to see how to locate the targeted words - so please do NOT just read a book with symbols pasted in or use video editing to just add the symbols to the screen while you are reading, also do not use a board or page created just for that book (this includes downloaded or commercially available pages or boards just for that book). The goal is to teach kids to use the words they have already. </span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">If at all possible use an AAC system which is not totally unique to your user. For our purposes it would be better to use a common core word display than an electronic system that has been made from scratch or is so customized it no longer operates like it was originally designed. (An exception is if many people are using the same highly customized system - as sometimes happens in small, disability specific communities). However, if the choice is a unique and very highly customized system or no video at all, then use the customized system!</span></p></li></ul><br><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Selecting a Book</span></p><ul style="margin-top:0pt;margin-bottom:0pt;"><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Look for a picture book with clear language at the language ability you wish to model</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Aim for a book which length won’t exceed the potential attention span of the target /AAC user(s)/audience</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Look for a theme that works with your curriculum, theme unit, or has targeted core words and other variables relevant to your setting </span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Read the book through, make sure you are comfortable with the story and that you like it, if you don’t enjoy reading it listeners may not enjoy hearing it!</span></p></li></ul><br><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Getting read to video</span></p><ul style="margin-top:0pt;margin-bottom:0pt;"><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Pre-read the book</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Select target words for each page. These are the words you will model</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Consider putting those words on a post it or writing in pencil on each page</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Decide on how you will end - will you offer your opinion and model it? Will you model a question to the audience?</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Rehearse - read it and model the targeted words, learn where they are</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Film the reading of the book, be sure to state the full title and author, show the pictures to the camera and model as you go</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Upload to YouTube and/or Facebook with the tag #AACreadtoMe and the name of the AAC system you will be using to model (such as Avaz, Proloquo2Go, LAMP, Unity 45, CoughDrop with Core Word 60, TouchChat with WordPower 42, PODD book 20, etc) </span></p></li></ul><br><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Advanced Options</span></p><ul style="margin-top:0pt;margin-bottom:0pt;"><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Pick a rhyming book</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Use fun/dramatic voices </span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Use props or puppets </span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Wear a costume</span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Decorate the story reading area </span></p></li><li dir="ltr" style="list-style-type: disc; font-size: 11pt; font-family: Arial; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre;"><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;">Have a live audience </span></p><p dir="ltr" style="line-height:1.38;margin-top:0pt;margin-bottom:0pt;"><span style="font-size: 11pt; font-variant-ligatures: normal; font-variant-east-asian: normal; font-variant-position: normal; vertical-align: baseline; white-space: pre-wrap;"><br></span></p></li></ul> <div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-76498386933522627312017-12-31T01:04:00.001-05:002017-12-31T01:05:41.893-05:00Join Us On Facebook!<br />
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<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-30996554081406002332017-11-04T13:17:00.001-04:002019-05-31T16:13:44.518-04:00Taking a Stand Against the FC Come Back<div>
<span style="font-size: xx-small;">Facilitated Communication, recently rebranded as Supported Typing, is an unethical and means physically supporting, oftentimes unknowingly physically forcing, individuals with complex communication needs to communicate by pointing to letters on a piece of paper, board or keyboard. FC, as it is known, has been condemned by the American Academy of Child and Adolescent Psychiatry, American Academy of Pediatrics, American Psychological Association, American Association on Intellectual and Developmental Disabilities, American Speech and Hearing Association, International Society for Augmentative and Alternative Communication, The Association for Behavior Intervention International, The Federal Trade Commision, the entire Swedish public education system and many others. See a list here: <a href="https://en.m.wikipedia.org/wiki/Facilitated_communication#Organizations_that_oppose_facilitated_communication">https://en.m.wikipedia.org/wiki/Facilitated_communication#Organizations_that_oppose_facilitated_communication</a></span></div>
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<span style="font-size: xx-small;"><img alt="" id="id_bf3c_a8bf_5a93_26f8" src="https://lh3.googleusercontent.com/-K4ssPuZfCfg/Wf32D-E4QVI/AAAAAAAA7mI/_R6Rj397dTkQPJg7oZFFPA8QVXge8klDACHMYCw/s5000/%255BUNSET%255D" style="height: auto; width: 191px;" title="" tooltip="" /></span><br />
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<span style="font-size: xx-small;">It can be correctly argued that FC has been fully debunked starting in the early 1990s and with over 50 more studies since which clearly and irrefutably shown many, and in some cases all, of the messages are actually written by the facilitator. The scare research validating it is deeply flawed. It can also be correctly argued that FC is dangerous with false allegations of abuse sending families using FC into a tailspin with the legal system and, occasionally, leading to other facilitators feeling it is appropriate to accept consent for sexual activities from communications that facilitator is "facilitating". It should also be noted with abuse rates of those with complex disabilities up into the high nineties any practice which trains, expects or insists that a person with a disability allow another person to manipulate/touch their body, especially without their consent, is problematic and may be part of grooming these individuals to be abused.</span></div>
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<span style="font-size: xx-small;">Many proponents of FC argue that some FC users become independent. This is true, in a few notable cases, but there is no evidence these individuals would not have learned literacy and to communicate through other methods. Nor is there evidence that even a small percentage can of FC users find similar success. Without such success FC creates a very small world for the the vast majority of people using FC to communicate. A world limited by their access to a facilitator where every word will be doubted because of the methodology being used. This is a shame since we have so many other wonderful, valid and independent ways for those who need alternative ways of communication to create and share authentic messages. It is also a shame since individuals who could be communicating freely are held hostage to the system of FC unless they are one of the few who becomes autonomous. </span></div>
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<span style="font-size: xx-small;">Another important point, as educators, therapists, and doctors and is that FC does not align with best practices in communication, literacy, occupational therapy or education. No typical child would be taught to read by being physically made to touch letters on a board. No typical child would be expected to master language by being assisted to touch letters to spell without modeling of langauge or ongoing exposure to others using this method. No typical child would be expected to accept someone near them and touching them, nearly all the time. Why is it ok for children who cannot speak?</span></div>
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<span style="font-size: xx-small;">It isn't. FC is a highly problematic, debunked and unethical means of offering communication to someone who doesn't speak. We must demand all individuals with complex communication needs be given robust AAC systems without prerequisites, be exposed to thousands of hours of aided language input, be taught to read and write using the latest research in literacy instruction and be included in their communities. We must, at the same time, stand up to the resurgence of FC, and its cousin RPM. We must stand up despite the bullying and harassment FC supporters dump on those who stand for truly presuming competence and potential. For over ten years I have written this blog and never have I taken a public stand on this, fearfully of the harassment and accusations and believing ultimately science and respect would win out. </span><br />
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<span style="font-size: xx-small;">Now I take a stand and I ask you to sigh this petition to ask New England College to cancel the FC training on their Concord Campus and ask MGH and its Lurie Center to stop promoting this dangerous and unethical practice. </span></div>
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<span style="font-size: xx-small;">How can you take a stand?</span></div>
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<a href="https://www.change.org/p/new-england-college-lurie-center-and-massachusetts-general-hospital-cancel-the-fc-workshop?recruiter=325300&utm_source=share_petition&utm_medium=copylink&utm_campaign=share_petition" id="id_4678_a6e3_6103_f9f5"><span style="font-size: xx-small;">Sign this petition!</span></a></div>
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<span style="font-size: xx-small;">Email the president of Massachusetts General Hospital and ask him to stop the Lurie Center, part of his hospital, from promoting FC pslavin@partners.org</span></div>
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<span style="font-size: xx-small;">Email the president of New England College and ask her to cancel the upcoming FC training. president@nec.edu</span><br />
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<span style="font-size: xx-small;">UPDATE: The training was held. The Lurie Center/MGH requested I remove that post, I refused. I heard later that the SLP who listed her Lurie connection on the advertising was let go from the center. </span></div>
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<span style="font-size: xx-small;">More:</span></div>
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<span style="font-size: xx-small;">Watch the original Frontline expose: <a href="https://m.youtube.com/watch?v=CzCGux7qD1c">https://m.youtube.com/watch?v=CzCGux7qD1c</a> </span></div>
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<span style="font-size: xx-small;">Read this excellent article by Slate: <a href="http://www.slate.com/articles/health_and_science/medical_examiner/2015/11/facilitated_communication_pseudoscience_harms_people_with_disabilities.html">http://www.slate.com/articles/health_and_science/medical_examiner/2015/11/facilitated_communication_pseudoscience_harms_people_with_disabilities.html</a> </span></div>
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<span style="font-size: xx-small;">See DLM on ways to teach individuals with CCN to communicate, read and write: <a href="http://dynamiclearningmaps.org/">http://dynamiclearningmaps.org/</a> </span></div>
<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-86487333589105425532017-10-26T00:01:00.001-04:002017-10-27T13:18:41.984-04:00Accessible Communication Bill of Rights <div style="-webkit-text-stroke-color: rgb(0, 0, 0); -webkit-text-stroke-width: initial; font-family: "Helvetica Neue"; font-size: 11px; font-stretch: normal; line-height: normal;">
<span style="-webkit-font-kerning: none; font-size: 11pt;">People who know me know that I talk about the AAC or <a href="https://www.asha.org/uploadedFiles/NJC-Communication-Bill-Rights-Poster.pdf"><span style="-webkit-font-kerning: none; font-size: 11pt;">Communication Bill of Rights</span></a> all the time. All. The. Time. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">I talk about it when training teachers, parents/caregivers, therapists and paraprofessionals. I teach directly about the AAC Bill of a Rights with my AAC using students. I program specific messages about the AAC Bill of Rights onto my clients’ AAC Systems so they can self-advocate quickly when needed. I talk about it when I teach about AAC and behavior because often times “challenging behavior” is an indicator that the AAC Bill of a Rights is not being respected. Years ago, I <a href="http://kateahernesma.wikispaces.com/file/view/communication+bill+of+rights.pdf"><span style="-webkit-font-kerning: none; font-size: 11pt;">revised the AAC Bill of Rights into various common symbol sets</span></a> used in the USA and colleagues followed suits in their own countries. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">There are currently two versions of the full text of the Communication Bill of Rights available, the 1992 version and the 2016 version. Both have the basic and vital information. I adore them both. They frame all I do in my work with individuals with complex communication needs. I honor and respect those that created both versions. Their work was and is visionary and incredibly impactful. However, the truth is, both versions of the Communication Bill of Rights are largely inaccessible to lower level readers and some individuals with intellectual or cognitive disabilities. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">That is because the 1992 version of the Communication Bill of Rights measures at about a grade 9 Flesch-Kincaid Reading Level; the 2016 version, despite being designed to be clearer, measures at an 11th grade Flesch-Kincaid Reading Level. (Those measures are only reflective of the enumerated text of each document and were calculated on the <a href="http://www.readabilityformulas.com/freetests/six-readability-formulas.php"><span style="-webkit-font-kerning: none; font-size: 11pt;">Readability Formulas</span></a> website.)</span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">To some degree, both Bill of Rights, though especially the 2016 version, are inaccessible to the average American, and <a href="https://cdn1.sph.harvard.edu/wp-content/uploads/sites/135/2012/09/doakchap1-4.pdf"><span style="-webkit-font-kerning: none; font-size: 11pt;">since it is reported that the average American reads at a grade 8-9 Level. In fact, 1 in 5 Americans is reported to read at a fifth grade level and below</span></a>. This means that some caregivers, some direct care workers, some friends and family and some AAC users are not able to access the incredibly important ideas in the Communication Bill of Rights. Those who use AAC need all of those people to be able to read and understand their rights. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">The Communication Bill of Rights are also (both versions) inaccessible to same age peers in our elementary and middle school classrooms, peers who could can play a dramatic role in the lives of their friends who use AAC. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">Finally, there is the population of AAC users themselves. It is well known that AAC users have in the past, and are still today, often educationally neglected. They are often, if not nearly always, excluded from literacy instruction. If they do receive literacy instruction it is frequently sight word based or “functional/survival reading”. This means a large portion of AAC users cannot read the Communication Bill of Rights, which is written in the first person, because it is speaking from the view of the AAC user; the AAC user who probably can’t read it. (Which is our fault as a field and NOT a reflection of the AAC user’s ability to learn to read.) To bring the irony to its pinnacle the final right in the 2016 version is, “The right to have </span><span style="font-family: "helveticaneue-bolditalic"; font-size: 11.00pt; font-style: italic; font-weight: bold;">clear, meaningful,</span><span style="-webkit-font-kerning: none; font-size: 11pt;"> and culturally and linguistically appropriate communications.” (Emphasis mine.) </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">To be fair, the Communication Bill of Rights wasn’t created for caregivers or direct care workers or children or AAC users. The updated version included information on how practitioners, specifically practitioners, could use the document to advocate for communication supports and services, promote inclusion and encourage broader community acceptance. Clearly the intended audience was practitioners. I can’t think of a better way for this practitioner to advocate for communication supports and services, promote inclusion and encourage broader community acceptance than to work towards a more accessible version of the Communication Bill of Rights. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">So let’s do it. Let’s make a clear and meaningful Communication Bill of Rights, an Accessible Communication Bill of Rights. One that can be read by the average American, by the 1 in 5 Americans that read at or below a fifth grade level, by students from grade three and up. Let’s add symbols to support understanding for those who need them. After all, it is October, AAC Awareness Month! What better way to create awareness than to make the Communication Bill of Rights more understandable to more people?</span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">The following Accessible Communication Bill of Rights measures at a 3rd Grade Flesch-Kincaid Reading Level. </span><br />
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<span style="-webkit-font-kerning: none; font-size: 11pt;">I am a person with a communication disability. I communicate using a communication system or device. This is can be called my book, my talker or my AAC. These are my rights:</span></div>
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<span style="font-size: 11pt;"><br /></span><span style="font-size: 11pt;">1. I have the right to my own friends and social life.</span><span style="-webkit-font-kerning: none; font-size: 11pt;"></span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">2. I have the right to ask for what I want, who I want or where I want to go. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">3. I ALWAYS have the right to say, “no”!</span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">4. I have the right to say what I feel. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">5. I have the right to make my own, real, choices. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">6. I have the right to say what I think, how I want to say it. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">7. I have the right to ask for, get and give information about myself, my life, my schedule or anything that changes. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">8. I have the right to know about the people in my life and everything happening to me. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">9. I have the right to have EVERYTHING I need to be able to communicate and to be taught how to communicate.</span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">10. I have the right to be heard and answered, even if I can’t have what I want. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">11. I have the right to have my communication system (and other tools), to have them working and to be with people who know how to set up, use and fix my communication system.</span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">12. I have the right to be part of my community, in the way that works best for me, and for my communication to be as important as everyone else’s. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">13. I have the right to be treated with respect. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">14. I have the right to be talked with and not about. </span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">15. I have the right to be talked with in a way I understand. </span><br />
<span style="-webkit-font-kerning: none; font-size: 11pt;"><br /></span><span style="-webkit-font-kerning: none; font-size: 11pt;"><a href="https://drive.google.com/file/d/0B2EtLwlnPKiWa3VNNGFhTENURXM/view?usp=sharing" target="_blank">Accessible Communication Bill of Rights SymbolStix </a></span><br />
<span style="-webkit-font-kerning: none; font-size: 11pt;"><br /></span><span style="-webkit-font-kerning: none; font-size: 11pt;"><a href="https://drive.google.com/open?id=0B2EtLwlnPKiWQ1lBdzg4WFBkYXc" target="_blank">Accessible Communication Bill of Rights with Picture Communication Symbols</a></span></div>
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<span style="-webkit-font-kerning: none; font-size: 11pt;">Note: I reworded each of the 15 points myself, attempting to use clear, simple and understandable language. I revised the sentence lengths numerous times as they impact readability, but many of the rights have multiple important points. I used the website <a href="http://rewordify.com/index.php"><span style="-webkit-font-kerning: none; font-size: 11pt;">Rewordify</span></a> to check for difficult to understand words and phrases and remove them from the text. If you wish to test the original text of the Communication Bill of Rights Rewordify is a way to locate the difficult words and phrases, make vocabulary lists to pre-teach and make other modifications. </span></div>
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<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com2tag:blogger.com,1999:blog-6798368475920876945.post-54324927783294576892017-10-01T09:32:00.001-04:002017-10-04T09:08:45.840-04:00Switch Skills Resources<div class="separator" style="clear: both; text-align: center;">
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The world of assistive technology has come a long way since this blog started! More and more often our students have the option for direct selection, the fastest way, on a communication system. For many users options such as integrated conductive touch screens, head trackers, adapted joysticks and trackballs, and especially eye gaze tracking, have made switches less necessary in our field.<br />
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Still, switches have a place in our assistive technology tool kit. For learners with access needs that preclude direct selection through any possible means our next option is usually switch access. We tend to start with a single switch for cause and effect, yet few of our learners really need to learn cause and effect. If the child drops something, catches her head under her headrest, or does anything else for the entertainment of it or to seek attention the she already understands cause and effect. A few runs using a switch to turn on preferred music or a fun toy and you are ready to move on to other switch purposes.<br />
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At this point it is vital to begin with the end in mind. What will the child ultimately use switches for? If it is for communication, the most important thing we teach, then forego any extraneous steps when you look at a switch progression or heirarchy of skills. Your student doesn't need to learn to press and hold or turn on and turn off if ultimately you are seeking the student pressing and releasing a switch as part of a switch scan. Don't let these extra skills slow down communication access! You can develop them later, or program the communication system to eliminate their need. <br />
<br />
It will be important to decide if your student will be using a one or two switch scan, also called an automatic scan or a step scan. In general an automatic or single switch scan requires to student to look and/or listen for the item needed and activate the switch with accurate timing for that item. A step scan or two switch scan requires the learner to use one switch as a mover and one as a chooser. With the mover switch the child progresses the scan and with the chooser he chooses the item he wants. In essence this decision is about is the child or will the child be more accurate if asked to time an activation of a single switch or if asked to coordinate the movements of two switches without worries about timing. It is important to work with your team on switch placement, type of switch and how switch use will be taught - with attention to keeping the end in mind. Here are some resources that can be used:<br />
<br />
Articles about Switch Use<br />
<ul>
<li><a href="http://www.ocali.org/up_archive_doc/Facilitating_Two_Switch.pdf">Facilitating a Two Switch Scan</a> (OCALI)</li>
<li><a href="http://www.lburkhart.com/handouts/stepping_stones_chart_10_12.pdf">SteppingStones to Two Switch Scanning by Linda Burkhart </a></li>
<li><a href="http://www.inclusive.co.uk/Lib/Doc/pubs/switch-progression-road-map.pdf">Switch Progression Roadmap </a></li>
</ul>
Switch Use On Various Platforms<br />
<ul>
<li><a href="http://www.assistiveware.com/support/faq/chapter/61">Switch Use on iOS Devices by Assistiveware </a></li>
<li><a href="https://support.google.com/accessibility/android/answer/6301490?hl=en">Switch Use on Android </a></li>
<li><a href="https://gettecla.com/blogs/news/5-switch-accessible-gaming-apps-for-ios">Switch Accessible Apps on iOS </a></li>
</ul>
Paid Software, Subscriptions and Apps for Teaching Switch Use<br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://1.bp.blogspot.com/-ZwXrS3f6VP8/WdDtxbhB7AI/AAAAAAAAvTE/bXshIkHnhzYEPkU2tI0UJ6eacJyPXnqKQCLcBGAs/s1600/cdjdl10u.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="200" data-original-width="250" src="https://1.bp.blogspot.com/-ZwXrS3f6VP8/WdDtxbhB7AI/AAAAAAAAvTE/bXshIkHnhzYEPkU2tI0UJ6eacJyPXnqKQCLcBGAs/s1600/cdjdl10u.jpg" /></a></div>
<ul>
<li><a href="https://www.attainmentcompany.com/technology/software">Attainment</a> (Windows, iOS)</li>
<li><a href="https://www.judylynn.com/index.html">Judy Lynn Software</a> (iOS, Android, Kindle, Windows; 1 and 2 switch options)</li>
<li><a href="https://itunes.apple.com/app/switchtrainer/id618103813">Switch Trainer Pro</a> (iOS)</li>
<li><a href="http://www.switchintime.com/index.html">Switch in Time</a> (Mac)</li>
<li><a href="http://www.helpkidzlearn.com/">HelpKidzLearn</a> (online subscription works on all browsers allowing Flash (including Puffin Browser on iPad, individual iOS and Android apps) </li>
<li><a href="http://www.shinylearning.co.uk/">Shiny Learning</a> (subscription, downloads for Windows, iOS Apps) </li>
<li><a href="http://www.gingertiger.net/en?a=161">Ginger Tiger</a> (subscription for switch games and early learning)</li>
<li><a href="http://www.marblesoft.com/cart/index.php?route=product/category&path=26_34">Marblesoft</a> (Windows and some Mac based software, some iOS apps) </li>
<li><a href="http://zyrobotics.com/">Zyrobotics</a> (switch educational games, iOS and Google Play)</li>
<li><a href="https://gettecla.com/blogs/news/5-switch-accessible-gaming-apps-for-ios">List of switch accessible apps on iOS </a></li>
<li><a href="https://enablingdevices.com/files/content/SwitchAppsForIPad.pdf">Another list of switch accessible app on iOS </a></li>
</ul>
Free Switch Activities Online or Download (Cause and Effect unless otherwise noted)<br />
<ul>
<li><a href="http://www.priorywoods.middlesbrough.sch.uk/page/?title=Switch+%2F+Touch+Screen+Videos&pid=231">Priory Woods Videos</a> </li>
<li><a href="http://studentswithdifference.wikispaces.com/Priory+Woods+Videos+Revamped">Priory Woods Videos Revamped </a></li>
<li><a href="http://www.shinylearning.co.uk/freegames/">Shiny Learning Free Section</a></li>
<li><a href="http://www.curriculumbits.com/prodimages/details/maths/mat0005.html">Dice</a> (put cursor over "roll" and set switch to left mouse click)</li>
<li><a href="http://www.ianbean.co.uk/members-area">SENICT Software Members Area</a> (currently free, may change) </li>
<li><a href="http://www.senteacher.org/download/10/SEN-Switcher.html">SENSwitcher </a>(download, very early cause and effect)</li>
<li><a href="http://www.specialbites.com/switch-activated-games/selection-of-cause-and-effect-switch-games.php">Special Bites Freebies</a> and <a href="http://www.specialbites.com/switch-activated-games/selection-of-cause-and-effect-switch-games.php">Special Bites Free Online Games</a> </li>
<li><a href="http://papunet.net/games">Papunet Games</a> (select the image of the switch from the side tool bar to only be shown switch accessible games, timing and other more advanced switch skills) </li>
<li><a href="https://tarheelreader.org/">Tarheel Reader Easy Adapted Books</a></li>
<li><a href="http://tarheelgameplay.org/">Tarheel Game Play Adapted Videos (beginning two switch scanning)</a></li>
<li><a href="http://www.cs.unc.edu/Research/assist/TarHeelTyper/index.html">Tarheel Typer </a></li>
<li><a href="http://www.doorwayonline.org.uk/">Doorway Online</a> (Includes switch accessible elementary level activities)</li>
</ul>
Create Your Own Switch Scanning Activities and use Sharing Sites<br />
<ul>
<li><a href="https://www.boardmakeronline.com/">Boardmaker Online</a></li>
<li><a href="https://www.inclusivetlc.com/chooseit-maker-3">Choose it Maker 3 Online</a> </li>
<li><a href="http://www.cricksoft.com/us/products/clicker/home.aspx">Clicker 7</a> </li>
</ul>
Switch and Switch Interface Vendors<br />
<ul>
<li>Ablenet <a href="https://www.ablenetinc.com/technology/switches">Switches</a> and <a href="https://www.ablenetinc.com/technology/computer-tablet-access?">Interfaces</a> </li>
<li><a href="https://www.adaptivation.com/switches-switch-interfaces">Adaptivation </a></li>
<li>ASL <a href="http://www.asl-inc.com/products/product_listing.php?cat=300_Series">Mechanical Switches</a>, <a href="http://www.asl-inc.com/products/product_listing.php?cat=200_Series">Electronic Switches</a> and <a href="http://www.asl-inc.com/products/product_listing.php?cat=500_Series">Interfaces </a><div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-DHpQMO_sAlc/WdDtpCI0__I/AAAAAAAAvTA/aG2yyGC-H5IS1i5b8zPXAhRkoF7ukWM_ACLcBGAs/s1600/311.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" data-original-height="141" data-original-width="188" src="https://2.bp.blogspot.com/-DHpQMO_sAlc/WdDtpCI0__I/AAAAAAAAvTA/aG2yyGC-H5IS1i5b8zPXAhRkoF7ukWM_ACLcBGAs/s1600/311.jpg" /></a></div>
</li>
<li><a href="https://www.attainmentcompany.com/technology/computer-access">Attainment </a></li>
<li><a href="http://www.compusult.net/at-catalog/computer-access">Compusult </a></li>
<li><a href="http://www.cricksoft.com/us/products/usb.aspx">Crick </a> </li>
<li><a href="http://donjohnston.com/access/">Don Johnston </a></li>
<li><a href="https://www.enablemart.com/switches/switch-interfaces">Enablemart</a> (highest prices, but sometimes school district preferred) </li>
<li>Enabling Devices <a href="https://enablingdevices.com/catalog/capability_switches">Switches</a> and Interfaces</li>
<li><a href="http://www.eneso.es/categoria/conmutadores">Eneso</a></li>
<li><a href="https://www.inclusivetlc.com/hardware">Inclusive TLC </a></li>
<li><a href="https://www.gokeytech.com/collections/computer-access-onscreen-keyboards-switch-interfaces">Key Technologies </a></li>
<li><a href="http://www.orin.com/access/tapio/">Orin </a></li>
<li>Zygo <a href="https://www.zygo-usa.com/usa/index.php/our-products/assistive-technologies-at/tools-of-the-trade">Switches</a> and <a href="https://www.zygo-usa.com/usa/index.php/our-products/assistive-technologies-at/alternative-and-computer-access/mouse-and-switch-input">Interfaces</a> </li>
</ul>
<br /><div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-81653346906353742722017-09-18T22:19:00.004-04:002017-09-18T22:19:52.309-04:00When "Functional Skills" Aren'tIn special education for children and young adults with significant disabilities we often assume that functional skills is our most important goal. Yet, we often don't spend a whole lot of time thinking about what functional means or which skills are actually functional for our learners. This is the dictionary definition of functional:<br />
<br />
<div class="lr_dct_ent vmod" data-hveid="44">
<div class="vk_ans" style="line-height: normal; margin-bottom: 0;">
<span data-dobid="hdw">func·tion·al</span></div>
<div class="vmod">
<div class="lr_dct_ent_ph">
<span class="lr_dct_ph"><span>ˈfəNG(k)SH(ə)n(ə)l</span>/</span><span class="lr_dct_spkr lr_dct_spkr_off" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQlfQBCC0wAA" style="display: inline-block;" title="Listen"><input height="14" type="image" width="14" /></span></div>
<div class="vmod">
<div class="lr_dct_sf_h">
<i><span>adjective</span></i></div>
<div class="xpdxpnd vk_gy" data-mh="-1">
<span>adjective: <b>functional</b></span></div>
<ol class="lr_dct_sf_sens">
<li><div class="vmod">
<div class="lr_dct_sf_sen vk_txt">
<div style="float: left;">
<strong>1</strong>.</div>
<div style="margin-left: 20px;">
<div class="_Jig">
<div data-dobid="dfn" style="display: inline;">
<span>of or having a special activity, purpose, or task; relating to the way in which something works or operates.</span></div>
<span class="vmod"><div class="vk_gy">
"there are important functional differences between left and right brain"</div>
</span></div>
<div style="margin-left: -13px;">
<ul>
<li class="xpdxpnd" data-mh="-1"><div class="lr_dct_sf_subsen">
<div class="_Jig">
<div data-dobid="dfn" style="display: inline;">
<span>(of a disease) affecting the operation, rather than the structure, of an organ.</span></div>
<span class="vmod"><div class="vk_gy">
"functional diarrhea"</div>
</span></div>
</div>
</li>
<li class="xpdxpnd" data-mh="-1"><div class="lr_dct_sf_subsen">
<div class="_Jig">
<div data-dobid="dfn" style="display: inline;">
<span>(of a mental illness) having no discernible organic cause.</span></div>
<span class="vmod"><div class="vk_gy">
"functional psychosis"</div>
</span></div>
</div>
</li>
</ul>
</div>
</div>
</div>
</div>
</li>
<li><div class="vmod">
<div class="lr_dct_sf_sen vk_txt">
<div style="float: left;">
<strong>2</strong>.</div>
<div style="margin-left: 20px;">
<div class="_Jig">
<div data-dobid="dfn" style="display: inline;">
<span><i><b>designed to be practical and useful</b></i>, rather than attractive.</span></div>
<span class="vmod"><div class="vk_gy">
"she had assumed the apartment would be functional and simple"</div>
</span><div class="vmod">
<table class="vk_tbl vk_gy"><tbody>
<tr><td class="lr_dct_nyms_ttl" style="padding-right: 3px;">synonyms:</td><td><span><span class="_Yht" data-term-for-update="practical" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIMjAA" role="link" tabindex="0">practical</span>, </span><span><span class="_Yht" data-term-for-update="useful" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIMzAA" role="link" tabindex="0">useful</span>, </span><span><span class="_Yht" data-term-for-update="utilitarian" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoINDAA" role="link" tabindex="0">utilitarian</span>, </span><span><span class="_Yht" data-term-for-update="utility" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoINTAA" role="link" tabindex="0">utility</span>, </span><span><span class="_Yht" data-term-for-update="workaday" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoINjAA" role="link" tabindex="0">workaday</span>, </span><span><span class="_Yht" data-term-for-update="serviceable" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoINzAA" role="link" tabindex="0">serviceable</span></span><span>;</span><span> </span><span data-log-string="synonyms-more-click"><span class="lr_dct_more_btn" style="margin-left: 4px;">More</span><div style="display: inline;">
<div style="display: inline;">
<div class="lr_dct_more_txt xpdxpnd xpdnoxpnd" data-mh="-1">
<span><span class="_Yht" data-term-for-update="minimalist" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIOTAA" role="link" tabindex="0">minimalist</span>, </span><span><span class="_Yht" data-term-for-update="plain" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIOjAA" role="link" tabindex="0">plain</span>, </span><span><span class="_Yht" data-term-for-update="simple" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIOzAA" role="link" tabindex="0">simple</span>, </span><span><span class="_Yht" data-term-for-update="basic" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIPDAA" role="link" tabindex="0">basic</span>, </span><span><span class="_Yht" data-term-for-update="modest" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIPTAA" role="link" tabindex="0">modest</span>, </span><span><span class="_Yht" data-term-for-update="unadorned" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIPjAA" role="link" tabindex="0">unadorned</span>, </span><span><span class="_Yht" data-term-for-update="unostentatious" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIPzAA" role="link" tabindex="0">unostentatious</span>, </span><span><span class="_Yht" data-term-for-update="no-frills" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIQDAA" role="link" tabindex="0">no-frills</span>, </span><span>without frills</span><span>;</span><span> </span></div>
<div class="lr_dct_more_txt xpdxpnd xpdnoxpnd" data-mh="-1">
<span><span class="_Yht" data-term-for-update="impersonal" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIQTAA" role="link" tabindex="0">impersonal</span>, </span><span>characterless, </span><span><span class="_Yht" data-term-for-update="soulless" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIQjAA" role="link" tabindex="0">soulless</span>, </span><span><span class="_Yht" data-term-for-update="institutional" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIQzAA" role="link" tabindex="0">institutional</span>, </span><span><span class="_Yht" data-term-for-update="clinical" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIRDAA" role="link" tabindex="0">clinical</span></span><span> </span></div>
<div class="lr_dct_more_txt xpdxpnd xpdnoxpnd" data-mh="-1">
<span><div class="vk_gy">
"a small functional kitchen"</div>
</span></div>
</div>
</div>
</span></td></tr>
</tbody></table>
</div>
</div>
</div>
</div>
</div>
</li>
<li><div class="xpdxpnd" data-mh="-1">
<div class="lr_dct_sf_sen vk_txt">
<div style="float: left;">
<strong>3</strong>.</div>
<div style="margin-left: 20px;">
<div class="_Jig">
<div data-dobid="dfn" style="display: inline;">
<span>working or operating.</span></div>
<span class="vmod"><div class="vk_gy">
"the museum will be fully functional from the opening of the festival"</div>
</span><div class="vmod">
<table class="vk_tbl vk_gy"><tbody>
<tr><td class="lr_dct_nyms_ttl" style="padding-right: 3px;">synonyms:</td><td><span><span class="_Yht" data-term-for-update="working" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoIRjAA" role="link" tabindex="0">working</span>, </span><span>in working order, </span><span>functioning, </span><span>in service, </span><span>in use</span><span>;</span><span> </span><span data-log-string="synonyms-more-click"><span class="lr_dct_more_btn" style="margin-left: 4px;">More</span><div style="display: inline;">
<div style="display: inline;">
<div class="lr_dct_more_txt xpdxpnd xpdnoxpnd" data-mh="-1">
<span><span class="_Yht" data-term-for-update="going" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoISDAA" role="link" tabindex="0">going</span>, </span><span><span class="_Yht" data-term-for-update="running" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoISTAA" role="link" tabindex="0">running</span>, </span><span><span class="_Yht" data-term-for-update="operative" data-ved="0ahUKEwik5OPviLDWAhXKOSYKHZnYDiIQ_SoISjAA" role="link" tabindex="0">operative</span>, </span><span>operating, </span><span>in operation, </span><span>in commission, </span><span>in action</span><span>;</span><span> </span></div>
<div class="lr_dct_more_txt xpdxpnd xpdnoxpnd" data-mh="-1">
<i style="padding-right: 4px;">informal</i><span>up and running</span><span> </span></div>
<div class="lr_dct_more_txt xpdxpnd xpdnoxpnd" data-mh="-1">
<span><div class="vk_gy">
"the machine is now fully functional"</div>
</span></div>
</div>
</div>
</span></td></tr>
</tbody></table>
</div>
</div>
</div>
</div>
</div>
</li>
<li><div class="xpdxpnd" data-mh="-1">
<div class="lr_dct_sf_sen vk_txt">
<div style="float: left;">
<strong>4</strong>.</div>
<div style="margin-left: 20px;">
<div class="_Jig">
<div>
<span class="lr_dct_lbl_blk lr_dct_lbl_box" style="font-size: xx-small;">Mathematics</span></div>
<div data-dobid="dfn" style="display: inline;">
<span>relating to a variable quantity whose value depends on one or more other variables </span></div>
</div>
<div class="_Jig">
<div data-dobid="dfn" style="display: inline;">
<span></span><span></span><br /></div>
</div>
</div>
</div>
</div>
</li>
</ol>
</div>
</div>
</div>
In this definition, the part that applies to functional skills for our learners is "2. designed to be practical or useful." Functional skills should be practical and useful. They should be skills our students will use over the course of their education and their lives. Often times these functional skills are futher broken down into activities of daily living/domestic skills, social skills, community skills, and self-determination. Perhaps the best reference for functional skills I've ever used is the <a href="http://products.brookespublishing.com/The-Syracuse-Community-Referenced-Curriculum-Guide-for-Students-with-Moderate-and-Severe-Disabilities-P314.aspx">Syracuse Community Reference Curriculum</a>. If you are looking for a good source for functional curriculum is is one place to turn. Yet, it should never replace access to the general education curriculum.<br />
<br />
Ironically, self-determination is often under emphasized in some functional skills curriculums. Some such curriculums actually teach students skills that increase their likelihood to be abused or mistreated in addition to ignoring self-determination, for exaple curriculums that teach "accepting no" or "tolerating distress". If a functional skills increases the likelihood of abuse or even just unhappiness as an adult it isn't actually functional.<br />
<br />
When we are working with children who have developmental or intellectual disabilities but no additional physical or sensory needs it is easier to assess that child and design an educational program to teach skills which are practical and useful in addition to the general education curriculum. This become more challenging when we are working with children with complex physical and/or sensory needs and/or complex communication needs. Those children are much more difficult to assess and it is easy to fall into the trap of believing that just because a child cannot be assessed they are not capable of learning and progressing in the general education curriculum. Over and over we hear stories these days of such children being underestimated and denied an education. We need to ask ourselves, "if this student writes a book someday, what chapter do I want to be in?"<br />
<br />
These students with complex bodies and communication needs may still need to be taught some practical and useful skills. However, parts of the curriculum typically considered practical and useful/functional, such as hand washing, setting a table, or dressing cease to be practical and useful for some of these students. Especially if our first response to physical and sensory challenges is turning to hand over hand methodology. This is because some of our most complex students cannot physically do these tasks independently and we don't think about changing the activity instead of stepping in and forcing the child to participate physically. It is, of course vital that these students be able to participate as fully as possible in these activities or alternatives to these activities. A student who cannot wash his own hands need to be able to know when to ask to have his hands washed, ask to have his hands washed and participate as much as is needed. He also needs to know to be sure those who care for him wash their hands and be able to request they do so. A student who cannot physically set a table still needs to understand a table setting and know how to ask for table items they might need. A child who cannot physically dress herself needs to be able to notice when she needs to change her clothes, choose clothes, and direct someone to find her clothes and assist her in dressing. We need to analyze what would make each activity practical and useful for the child and then teach those skills. However, none of these practical and useful skills and adaptations eliminates the needs for access to the general curriculum.<br />
<br />
Some questions to ask ourselves about functional skills:<br />
1) Are we teaching "functional skills" because we have never considered teaching the general education curriculum to this student? For 99% of children in our schools the general education is functional. Learning to read, write, do mathematics, learn from what we read and understand our history, society and world around us is functional. These skills will allow typical children to understand and participate in their own lives. Learning these skills is also functional for our learners with very significant disabilities. The importance of what is taught doesn't disappear because our learners have complex needs. Learning about Einstein means the child, typical or disabled, has a shared understanding of a scientist and political figure. It means a child can understand a reference to Einstein such as, "It doesn't take an Einstein." Learning the general education curriculum gives the child a schema to understanding. In terms of neurology learning complex ideas such as those found in the general education curriculum create news neuropathways which can then be reused and strengthened. It gives the child a social currency that matches typical peers. Have we really considered teaching general education content to our kids? This is an area where those of us in the field of education for children with severe or multiple disabilities should take our cues from teachers of the blind and visually impaired. Such teachers do not see a functional skills curriculum as a replacement for an academic curriculum, they see it as an extension of the general educational curriculum. They call this the<a href="http://www.afb.org/info/programs-and-services/professional-development/education/expanded-core-curriculum/the-expanded-core-curriculum/12345"> Expanded Core Curriculum</a>. <br />
<br />
2) Are we teaching literacy, the ultimate "functional skill"? We use literacy skills all day everyday. We wake up, check our phones for texts and the news - reading those things. We read the buttons on the remote, the coffee maker and go through our morning routines. We write a note to partner or child. We read the messages on signs on the way to work. Not just the road signs, but all the signs. Here in Massachusetts the latest LED road sign messages have been "Use your blinkah!" Even if you aren't the driver that's fun. Maybe you see a sign for sale on something you love, or a potluck dinner or an upcoming civil event - my town just had a Yankee Doodle Parade. How can our kids beg mom to go to the parade if they can't read the sign about it? Once we get to work we might read a bulletin board. We might check our email. And we aren't even at 9 am yet! Nothing is more functional, nothing is more of a life skill, than literacy. By this I do not mean community signs and environmental print. That isn't literacy. Literacy is the ability to encode and decode words. If you can encode and decode words you can read community signs and environmental print, these skills are gained through literacy. Literacy is also a civil rights issue. It always has been. One of the ways one group of people exerts oppressive power on another group is to bar the teaching of literacy. In the case of our students it is more a lack of expectation for our students, a lack of knowledge on now to do it and, to some degree, neglect. I was tempted to say benign neglect, but it isn't benign. It is malignant to not be taught literacy. It is disenfranchising. If all children except those with disabilities are taught how to read that is discrimination. Maybe some of our kids will age out of school at 21 and they won't know how to read, but it should never be because we didn't try teach them every single day they were at school! <br />
<ul>
<li><a href="https://www.med.unc.edu/ahs/clds">Center for Disability and Literacy Studies </a></li>
<li><a href="http://www.project-core.com/professional-development-modules/">Project Core </a></li>
</ul>
4) Is this student capable of physically doing this "functional" task independently? If not, is working on an unattainable skill the best use of the time this student should be spending time learning? Is it practical and useful for the child to spend time working on something they will not physically accomplish? For example, if you have a student who is physically not able to hang up her coat because of her physical challenges should a portion of each day be spend forcing the child to hang up her coat via hand over hand methodologies. Would her time be better spent working on some of the other skills that are typically being used during arrival or coming in from recess? Perhaps she could be focusing on socializing with peers during the transition. Perhaps her time would be better spent learning to direct someone else to hang her coat and put away her bag or take out her notebook. <br />
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5) How does this functional activity teach communication skills? Communication is the most vital skill we teach to children with multiple disabilities and complex communication needs. It is possible to incorporate true, child generated communication into every single activity we do in schools, from functional skills to the general education curriculum. True, child generated communication is not activating a voice output switch with a pre-recorded message that the child had no part in creating. A fact of communication is that your partner doesn't know what you are going to say! Switches can't do this, in fact sometimes when we use voice output switches it is sometimes the child who doesn't know what she is going to say! That is so backwards! Every student should have access to a robust communication system. Communication partners should be using those systems to speak to the child every time they speak to the child. We should be targeting vocabulary and communication skills at one step beyond what the child can currently do. Making every activity a communication activity is a quick way to make a curriculum functional.<br />
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<br /><div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-42161528693457282052017-06-03T23:00:00.002-04:002017-06-03T23:00:47.568-04:00#seemeseemyaac challenge video<div class="separator" style="clear: both; text-align: center;">
<iframe width="320" height="266" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/yIar1j7a7H4/0.jpg" src="https://www.youtube.com/embed/yIar1j7a7H4?feature=player_embedded" frameborder="0" allowfullscreen></iframe></div>
This past week in the Facebook group AAC through Motivate, Model, Move Out of the Way we held a challenge for folks to post one picture each day of AAC users with their AAC systems "in the wild" (in everyday use, preferably out in the world). It was an overwhelming success with hundreds and hundreds of pictures posted from around the world! Posts included some in Dutch, Norwegian, French and Spanish as well as English! The above video is the "long cut" and <a href="https://www.facebook.com/kateahern/posts/10209105912025247">this is the "short cut</a>".<br />
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You can see pictures from the campaign by searching for #seemeseemyaac on Facebook and other social media platforms. The campaign was such a success that another challenge is being planned for July!<br />
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Meanwhile, #seemeseemyaac is an ongoing event! Post pictures of your AAC users "in the wild" and add the #seemeseemyaac and join in the fun and inspiration!<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-29390281361981105882017-04-27T18:33:00.001-04:002017-04-27T19:51:18.904-04:00Just Talking To Myself, Don't Mind Me.<div class="separator" style="clear: both; text-align: center;">
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Teaching Internal Dialogue to AAC Users with Complex Needs<br />
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We all hold ongoing conversations with ourselves. We use self-talk to:<br />
<ul>
<li>Regulate our emotions (take a deep breathe, it must just be drive like a jerk day) </li>
<li>Motivate ourselves (I got this!) </li>
<li>Scold ourselves (Put down your phone and talk to people!) </li>
<li>Explain things to ourselves (He probably meant that as a joke...) </li>
<li>Help us with planning (if I leave at 3:30 I can run to the store before I pick him up at karate.) </li>
<li>Remind ourselves (The radio just said rain tomorrow, put the umbrella by the door.) </li>
<li>Work through fear or anxiety (Maybe my boss just wants this meeting on a Friday afternoon to be nice to me?)</li>
<li>To manage pain (I'm ok, the Advil will kick in soon and this headache will calm down.) </li>
<li>And so much more!</li>
</ul>
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<tr><td style="text-align: center;"><a href="https://4.bp.blogspot.com/--VYyYXXq1XM/WQKC92VCiDI/AAAAAAAAtKw/uOH1bPU97dMicvQQQaRqhI4Td7FhzfsigCLcB/s1600/IMG_0139.JPG" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="155" src="https://4.bp.blogspot.com/--VYyYXXq1XM/WQKC92VCiDI/AAAAAAAAtKw/uOH1bPU97dMicvQQQaRqhI4Td7FhzfsigCLcB/s320/IMG_0139.JPG" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Dory using positive self-talk</td></tr>
</tbody></table>
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<ul>
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But what happens to our student who do no have the language skills for an internal dialog or who use AAC to communicate but have not developed the skills to use language for self-talk? Especially if those students have issues with anxiety, regulating their emotions, self-soothing or executive functions?<br />
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All too often what happens is we do not realize that part of their struggles are because they do not have the ability to hold internal dialogues and we turn towards behavioral interventions that might help in the short term but do not develop the vital skill of self-talk. We stop the problem in the moment (maybe) but don't stop future problems.<br />
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We focus on the functions of AAC in our classrooms all the time, those from Janice Light's research:<br />
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<ol>
<li>Meeting wants and needs </li>
<li>Transferring information </li>
<li>Social closeness </li>
<li>Social etiquette </li>
</ol>
But do we focus on the fifth, and just as vital function added by Buekleman and Miranda?
Internal dialogue (aka self-talk)?<br />
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Focusing on internal dialogue and teaching it with as much attention as we teach the other four functions is vital for AAC users. I always think about my verbal students who had Down Syndrome as my models for what self-talk looks like.<br />
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My student, Cory (now in his 30s!), taught me so much about self talk and self <br />
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regulation. When he was working at his desk he would stop and look around and then say aloud, but to himself, "back to work, Cor!" Or if he was in the hall and started to run he would say, "walk in the hall, Cor" and return to walking. He used self-talk for other things too. When he was very angry at me for insisting on things like doing work or follow rules he might say, "the Power Rangers are going to get her". Which was fair warning that he was upset and I should back off but wasn't meant for me, it was meant for himself, his internal dialogue was specific to his needs, if the Power Rangers were going to get me he was free to calm down. By the time he was 14 he didn't need to rely on the Power Rangers as often and could use other self talk like, "you can do this, Cor" or "I'm the man!" Cory had developed the vital skills of internal dialogue.
But how do we do that for children and others who use AAC and have complex communication needs?<br />
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Well, we teach it the same way we do the rest of AAC use. We presume possibility and set high and meaningful expectations. We provide access to core words, salient <br />
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auxiliary words (fringe) and stored, quick phrases and sentences for times that often repeat or do not allow enough time to make a message. Basically, a robust communication system.
We use aided language input/modeling to connect what we want to teach to what is happening in a natural setting and we do so intensively over long periods of time. We use structured lessons, games and activities with adapted materials for direct instruction. We provide visual supports. We use video modeling, including contextual video modeling, self video modeling and modeling by highly preferred people or even puppets as appropriate for our learner.<br />
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At first self talk will likely be pre-programmed phrases for our complex communicators, especially those with intellectual or developmental disabilities as part of the complexities. Though some may be able to create self-talk messages in the moment, possibly with coaching.<br />
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Choosing and Creating Self-Talk Messages<br />
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<ul>
<li>Observe your student closely and connect with parents and other stakeholders to determine situations when self-talk might be useful to the child. Does she have trouble at transitions? Does he get anxious when other people are too close? Knowing which situations might be relieved by the ability to self-talk while help you choose the messages needed. </li>
<ul>
</ul>
<li>Consider if there is anything that is said that calms or assists the child during these times. Do you repeat, "you're ok" or "safe body"? If so, these phrases will be useful to turn into positive, self-talk statements on the child's AAC system.
</li>
<li>Watch the child and look for the cues and body language you can teach him to recognize in himself for when he needs to use self-talk. Take note of these for later. </li>
<li>Seek the input of the child! This is vital! When he or she is calm and focused talk about what sorts of messages he or she wants to talk to himself. Offer choices based on reactions to the conversation. Allow them to select from different phrasing of the same messages when it is time to program, for example, "Do you want it to say, 'I can have a safe body', 'Look at my safe body', 'I am calm and safe' or something else? The more input you have and take into account the more successful the self-talk message may be. </li>
<li>Chose and program the self-talk statements. Some examples: </li>
<li>I can have safe hands
I can wait
I am ok
I can calm down
I am just so excited (or I am excited)
I can take a deep breath
I can count to three (or five or ten)
I can have a calm body
It is ok to need help
I am ok when I make a mistake </li>
<li> Consider how immediate the needs will be for these messages. Then decide, with the child, how and where to put them in the AAC system. A child who is reminding herself to have a safe body may not be able to combine words to make a sentence or to navigate multiple levels of a communicate system to get to her self-talk messages. Some children may need, at least at first, to have some of the valuable real estate of the home/main/top page be taken up with self-talk messages. Other children may be ok with getting to quick phrases/quick fire or social pragmatic pages to use these messages. You might need to use some trial and error to decide where the messages go and how to set them up.
Remember teaching self-talk doesn't eliminate the need for other interventions should challenging behaviors be problematic. It is another tool in the tool box, and likely a longer term intervention. </li>
</ul>
<ul>
</ul>
Teaching Use of Self-Talk Messages<br />
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<tr><td class="tr-caption" style="text-align: center;">Self-Talk in top right </td></tr>
</tbody></table>
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<ul>
<li> Ask explained above, use all of the teaching tools you use for teaching each of the communicative functions. </li>
<li> Model self-talk verbally and using the child's communication system both in reference to yourself and the child - combine it with modeling self-advocacy if needed
For example if you spill something you might verbally say, "it makes me upset that I spilled that. But I can stay calm. I am ok." While modeling self-talk buttons that say "I can stay calm" and "I am ok"
Or you notice your student is starting to get agitated. So you verbally say, "I see you making fist and bouncing in your chair. You can tell yourself, 'I am ok' and the you can say, "I need a break". </li>
<li> Create social stories for situations that cause anxiety, dysregulation, etc which include the same self-talk messages that are in the child's talker. Some self-talk messages I have created social stories for in the past include, "I can wait", "I can have safe hands", "I can calm down", "I am ok when other people are upset". Read these frequently, especial during calmer times. Refer to the story as needed. If possible have the stories in a format the child can access independently, such as in the Pictello app on their leisure iPad or on their high tech eye gaze device. </li>
<ul>
</ul>
<li> Continue to refine the messages and re-teach them as needed. </li>
<li> Celebrate with gusto when your child uses these messages for self-talk. Use descriptive feedback while praising the child, "I heard your tell your self, 'I can wait' and then you waited! Fantastic! Here is a big hug!" </li>
</ul>
<ul>
</ul>
Pairing Self-Talk Messages with Self Advocacy Messages<br />
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<ul>
<li> Once the child has used internal dialogue to attempt to regulate they need a way to self advocate. </li>
<li> Advocacy messages can be a bit deeper in the book or device as the hope is they are used once calm. These are messages directed towards others not the self. Hopefully, caregivers were listening when then internal dialogue messages were used and is ready to help guide the self-advocacy process. </li>
<li> Messages can include: <div style="text-align: right;">
</div>
</li>
<ul>
<li>Give me some space, so we can all be safe <div class="separator" style="clear: both; text-align: center;">
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</li>
<li>Don't talk to me like a baby </li>
<li>Don't lecture me </li>
<li>Don't touch me/my chair/my hands/my head/my device </li>
<li> Don't speak for me </li>
<li>Please speak directly to me </li>
<li>Too many people are here </li>
<li>It is too loud </li>
<li>I need a break/walk/hug/sensory input </li>
<li> I need to eat right now/drink right now <div class="separator" style="clear: both; text-align: center;">
</div>
</li>
<li>This feels like an emergency </li>
<li>Call my mom/dad/aide/teacher, etc <div class="separator" style="clear: both; text-align: center;">
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</li>
<li>It is too bright/dark </li>
<li>I am constipated </li>
<li> I feel worried/scared/nervous </li>
<li>Explain the schedule to me </li>
<li>I need to rock/flap/stim </li>
<li>I need my music/headphones</li>
<li>I need my calming videos</li>
<li>I need a chewy tube</li>
<li> I need to do yoga </li>
<li>I need to count </li>
<li>I need my stuffed animal, blanket, calming object </li>
<li>Leave me alone for a while </li>
<li>Don't leave me, please <div class="separator" style="clear: both; text-align: center;">
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</li>
<li>Someone is missing </li>
<li>Someone else is upset </li>
<li>Someone was mean to me </li>
<li>Someone was mean to someone else </li>
<li>I can hear the lights/fans/buzzing/beeping. </li>
<li>Make it stop. </li>
<li>I will point
I don't know how to explain </li>
<li> I don't know what I need</li>
</ul>
</ul>
<ul>
</ul>
<ul>
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<ul>
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<ul>
</ul>
<ul>
</ul>
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who knows what self-talk can lead to once we teach it?<br />
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</ol>
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<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-56604816644949510522016-12-13T22:14:00.001-05:002016-12-13T22:14:41.417-05:00720 HoursDid you know that the Foreign Service Institute says that for an adult who is fluent and literate in English to learn a foreign language with a different alphabetic system to a basic communication level takes at least 720 hours?<br />
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Yet we ask children who may not have reading ability and who possibly have difficulties with receptive language to prove progress towards master of a language system with as little as one hour a week of language therapy.<br />
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Even if they were adults with full receptive language, a lifetime of experience in the world and average cognitive abilities AND they spent ALL 30 hours a week at school fully engaged in AAC learning (including during transitions, meals and hygiene activities) it would take approximately six months to get to basic communication mastery.<br />
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What does this tell us? It tell us we must immerse children in their AAC system every waking moment. It means we must allow for slow progress over long periods of time without giving up. It means we must teach language, AAC, literacy and cognitive skills simultaneously. It means we do not have time to waste on things like watching movies at school or playing bingo for the five millionth time unless we have made these activities into immersive and instructive language experiences. We also don't have time to waste on supposed "pre-requisites". It means that snack, lunch, recess, PT/OT, "life skills" and hygiene cannot be breaks from learning AAC - they must be part of learning AAC.<br />
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It means it is on us to get to 720 hours of AAC immersion and intervention.<br />
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It's the most important job we have.<br />
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<a href="https://1.bp.blogspot.com/-T6MUnmvI0yQ/WFC5GyM3hPI/AAAAAAAAsIQ/Kcd_wOR5vgQvmF4thCXKNEQ0Dj3VsPgawCKgB/s1600/IMG_7801.PNG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://1.bp.blogspot.com/-T6MUnmvI0yQ/WFC5GyM3hPI/AAAAAAAAsIQ/Kcd_wOR5vgQvmF4thCXKNEQ0Dj3VsPgawCKgB/s320/IMG_7801.PNG" width="238" /></a></div>
<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-32719002409625514042016-08-12T14:07:00.001-04:002016-08-13T14:05:41.444-04:00In the world of AAC it matters little what church you belong to, as long as you believe!<div class="separator" style="text-align: start; clear: both;"><br /></div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">I spent the past week at the International Society for Augmentative and Alternative Communication Biannual Conference, held this year in Toronto, Canada. I learned a lot and enjoyed my time meeting people I had only known online before then. </span><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br /></span></div><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">By the second day of the conference I realized that I might need to repost a slightly revised version of this post from four years ago at ISAAC in Pittsburg. </span></div><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br /></span></div><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">At ISAAC Pittsburg I started joking that we all needed color coded dots on our name tags as shorthand to tell others which "church" of AAC we have joined.<br /><br />What I mean is that people who believe dogmatically in a certain system of AAC (or device or symbols) to the exclusion of others and are such fervent believers that they appear to belong to a sect or a very demanding church. Some people needed green dot because of their belief in Visual Scene Displays while others needed a red dot because of their belief in <a href="http://www.cpec.org.au/podd.html" style="text-decoration: none;">PODD</a> (Pragmatic Organization for Dynamic Display). Still others needed other color dots for <a href="http://www.minspeak.com/" style="text-decoration: none;">MinSpeak</a>/<a href="http://www.prentrom.com/training/courses/unity" style="text-decoration: none;">Unity</a>, <a href="http://www.inmaninnovations.com/InmanInnovationsWordPower.php" style="text-decoration: none;">WordPower</a>, and <a href="http://www.blissymbolics.org/pfw/" style="text-decoration: none;">Bliss Symbolics</a>. Of course there were also people who needed some identification to show that it was a specific hardware or system they followed, the <a href="http://www.prentrom.com/" style="text-decoration: none;">PRC</a> people (and correspondingly <a href="http://www.prentrom.com/" style="text-decoration: none;">MinSpeak/Unity/LAMP</a>), the Dynavox folks, etc. And then there where those who needed some kind of mark to show they followed a personality more so than anything else.<br /><br /><a href="http://4.bp.blogspot.com/-UjlSybPqLWo/UB6FEaQ8V7I/AAAAAAAAg6k/NGr0V9iV6aA/s1600/AT+(28).JPG" imageanchor="1" style="text-decoration: none;"><img border="0" height="150" src="http://4.bp.blogspot.com/-UjlSybPqLWo/UB6FEaQ8V7I/AAAAAAAAg6k/NGr0V9iV6aA/s200/AT+(28).JPG" width="200" style="border: 1px solid transparent; position: relative; padding: 8px; -webkit-box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; border-top-left-radius: 0px; border-top-right-radius: 0px; border-bottom-right-radius: 0px; border-bottom-left-radius: 0px; box-sizing: border-box; max-width: 100%;"></a></span><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">There is nothing wrong with believing strongly in any of these "churches" of thought in AAC. All these people and the people behind all of these systems are trying to do good. They believe in the power of augmentative and alternative communication. <br /><br />The problem seems to come when followers of any of these believe in them so ardently that they cannot allow for the fact that there are other ways of doing things. The problem increases when we in the field push one means or method of AAC over another merely because it is what we know well, it is the church we belong to, at the exclusion of systems or supports that may be more suited to the situation at hand. Additionally, proselytizing our own churches of AAC to parents and future AAC users can give the false impression that the system, symbols or device are more important than how we implement it.<br /><br />Families and future AAC users are frequently lead to believe that if we just, "get it right" with the selection of a system, device or symbols then communication will happen, like magic. This isn't true. Learning to be an efficient and functional AAC user takes years and years of instruction and hard work. Professionals bemoan families who will not use AAC systems or devices at home, but we don't spend much time looking at how our actions created this reality. We, usually without meaning to, create the idea that getting the system is the cure, then we fail to follow best practice in implementation. Truthfully, communication success with AAC depends much more on implementation than anything else, on how we teach and present AAC.<br /><br />If we moved our focus from our "churches" to how we implement AAC, no matter which system, device or symbols, we would see more competent communication users and less abandoned devices. <br /><br />Some suggestions:<br /><br />Before anything else, in the absence of other evidence we must </span><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"> </span><b style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif; font-style: italic;">Presume Competence! And even in the face of what we believe to be evidence we must Presume Potential! </b><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">There is no such thing as "too low to communicate". And you must have words to prove you can use words. </span></div><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;"><br /></span></div><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0); font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">Here are some of the things we can all do regardless of which system we are implementing: </span></div><div><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><a href="http://1.bp.blogspot.com/-aIqEWj4eSg0/UB6xtedQy_I/AAAAAAAAg7A/yZ35n8eqkMk/s1600/photo.JPG" imageanchor="1" style="text-decoration: none; -webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><font color="#000000"><br /></font></a><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i>Create a language rich environment</i> - label everything, with descriptive labels, not just with the symbol for the thing but also with core vocabulary, so instead of the symbol for "light switch" by the light switch but a sentence strip of "Turn light on" over the switch and "Turn light off" under the switch. Then model by pointing to each word on the label, and if possible in the communication system, EVERY time you use it. Use visual schedules. Model, model, model these adaptations ALL THE TIME.</span></li></ul><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br /></span></div><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i>Train all those who work with students who use AAC</i>, including professionals outside special education and speech such as PT and OT as well as parents, siblings and peers in implementation techniques</span></li></ul><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br /></span></div><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Use more symbols not less, assuming you should "start small" seems obvious, but with only 4, 6, 8 or 10 symbols there is not much to say and little to model. Start with a larger vocabulary for best results. Visual Scene Displays may be a transitional tool in children under 18 months but we all eventually need words. </span></li></ul><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><br /></span></div><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><font color="#000000"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><a href="http://www.pps.k12.or.us/departments/special-education/3815.htm" style="text-decoration: none;"><i>Aided Language Stimulation</i></a> is a must - all those involved in implementation MUST <i>consistently and constantly</i> model the use of the communication system (no matter which communication system)</span></font></li><div class="separator" style="clear: both; text-align: center;"></div><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style: disc;"><a href="http://3.bp.blogspot.com/-puGthejL6Qs/UB59RTQ02qI/AAAAAAAAg58/pchi5uUG1Qk/s1600/wall+chart+-+pixons.jpg" imageanchor="1" style="text-decoration: none; -webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><font color="#000000"><img border="0" src="http://3.bp.blogspot.com/-puGthejL6Qs/UB59RTQ02qI/AAAAAAAAg58/pchi5uUG1Qk/s1600/wall+chart+-+pixons.jpg" style="border: 1px solid transparent; position: relative; padding: 8px; -webkit-box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; border-top-left-radius: 0px; border-top-right-radius: 0px; border-bottom-right-radius: 0px; border-bottom-left-radius: 0px; box-sizing: border-box; max-width: 100%;"></font></a><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">you can do this by using the student's device yourself and having others use it</span></li><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">you can do this with wall charts </span></li><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">you can do this with another system or device for the adult to use to model</span></li><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">you can do this with a printed version of a higher-tech system</span></li><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">you can do this with an <a href="http://www.ipevo.com/p2v/" style="text-decoration: none;">ELMO camera</a> placed over a low or high tech device</span></li><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">you can do this in so many other ways, your imagination is the only limit</span></li><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">using Aided Language Stimulation will slow the teacher/therapist/communication partner down, increasing time for verbal processing</span></li><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">think of Aided Language Stimulation as "Immersion", everyone agrees that immersion is the best way to learn a foreign language, creating an immersion environment for AAC is also the best way to learn Augmented Communication</span></li></ul></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i>Zip your lips and wait.</i> Nothing is more important than quieting yourself and allowing an AAC user to listen, think, form a message and respond. I will say it again, ZIP your lips and WAIT!</span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Use the <i>"expectant pause"</i> during conversations, when it is the AAC users turn to participate, learn forward, keep your eyes kindly on the user, look ready but patient and BE QUIET.</span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">After the message use<i> re-casting</i>to edit the user's message - If the child makes the message, "I good." You re-cast it by saying, "I am good." (This one comes naturally to moms and those who spend time with small children.) </span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Ask<i> open ended questions</i> to expand, "I think you are good. Why do you think you are good?"</span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i>Respond to every communication attempt</i> - even if it is just to say you heard him or her and the answer is no. </span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><i>Assume intentionality to teach intentionality</i>. One of the worse things we can possibly do is doubt the child's communication. How many times have you heard someone say, "I don't think he meant that", right in front of the student? We must assume that all communication is purposeful for the child to learn that communication is a worthwhile endeavor. </span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Make sure the <i>device or system is always available</i>, how else will the user learn how important and valuable it is if we don't go through that trouble?</span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><a href="http://1.bp.blogspot.com/-aIqEWj4eSg0/UB6xtedQy_I/AAAAAAAAg7A/yZ35n8eqkMk/s1600/photo.JPG" imageanchor="1" style="text-decoration: none; -webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><font color="#000000"><img border="0" height="200" src="http://1.bp.blogspot.com/-aIqEWj4eSg0/UB6xtedQy_I/AAAAAAAAg7A/yZ35n8eqkMk/s200/photo.JPG" width="200" style="border: 1px solid transparent; position: relative; padding: 8px; -webkit-box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; box-shadow: rgba(0, 0, 0, 0.2) 0px 0px 0px; border-top-left-radius: 0px; border-top-right-radius: 0px; border-bottom-right-radius: 0px; border-bottom-left-radius: 0px; box-sizing: border-box; max-width: 100%;"></font></a><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">You are not the blue fairy, you do no good to anyone by magically reading an AAC users mind and providing everything they need whether they ask or not. (Yes, maybe you are his or her mother, but how would you like it if YOUR mother tried to read YOUR mind?) Learn to <i>step back and wait for requests</i>, if you must take action then model how to request on the user's device before you do</span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Have a<b> </b><i>low tech back up to high tech systems</i>, and teach how to use that too</span></li></ul><ul style="padding: 0px 2.5em; margin: 0px -15px; line-height: 1.4; list-style-position: initial; list-style-image: initial;"><li style="padding: 0.25em 0px; margin: 0px 0px 0.25em; border: none;"><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);"><b><i>Beyond all else, BELIEVE!</i></b> Believe in the power of AAC. Believe in your power to give the gift of communication. BELIEVE that your student or child can learn how to communicate.</span></li></ul><div><span style="-webkit-text-size-adjust: auto; background-color: rgba(255, 255, 255, 0);">Can I get an, "Amen"?<br /><br />P.S. I had many, many conversations with and watched many presentation by teenagers and adults who use AAC fluently at the ISAAC Pittsburg and Toronto conferences. Some used light tech, some used Toby Churchill Lightwriters, Some used PODD, some used Tobii Dynavox, some used iPads, many used PRC devices. There is NO such thing as one size fits all in AAC. </span></div></div></div><div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div><br /><div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com2tag:blogger.com,1999:blog-6798368475920876945.post-54190015928872876152016-07-24T20:08:00.000-04:002016-07-24T20:31:40.174-04:00What is a robust vocabulary in AAC?Robust vocabulary is one of those terms you encounter frequently in the Augmentative and Alternative Communication (AAC) community. It is a term that isn't always explained. Here is an overview of what a Robust AAC Language System includes:<br />
<ul>
<li><b>Motor planning</b> is supported by consistent vocabulary arrangement </li>
<li><b>Expandable vocabulary</b> allowing it to grow as skills improve</li>
<li><b>Grammar</b> is supported, including verb tenses, declensions and comparisons/superlatives </li>
<li><b>Alphabet </b>is available for spelling including supports of letter/word/phrase predication and spelling correction</li>
<li><b>Pre-programmed whole messages</b> are available for fast moving social occasions and emergency situations </li>
<li><b>Core words</b> are available and are large in number with all parts of speech/word types represented </li>
</ul>
(Look! That's an acrostic for MEGA PC! A robust system is a MEGA Personal Communicator!)<br />
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So what do is meant by these things?<br />
<br />
<a href="https://2.bp.blogspot.com/-JI0B3gp_F4g/V5VdgO5gACI/AAAAAAAArvM/U4dBMwrHvFQlrcsmVGfOVjh6-Fn0fTw2QCLcB/s1600/phone-number-keypad.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="200" src="https://2.bp.blogspot.com/-JI0B3gp_F4g/V5VdgO5gACI/AAAAAAAArvM/U4dBMwrHvFQlrcsmVGfOVjh6-Fn0fTw2QCLcB/s200/phone-number-keypad.jpg" width="159" /></a><b>Motor planning</b> is the ability to learn to access your vocabulary through muscle memory. Think of the entering numbers on a phone or calculator, touch typing or even pressing the "home" button on your phone or tablet. You are likely able to do these things without looking or thinking about them. You know where the keys are and your body is able to find the right buttons. Or think about driving home from a location your frequently visit. You go on auto-pilot to some degree, finding yourself reaching for your turn signal before the turn. This is muscle memory. A robust vocabulary has been arranged with motor planning and muscle memory in mind in the hopes that users will learn to access their language system without having to think about where common words are located.<br />
<br />
<a href="https://1.bp.blogspot.com/-81y55LfMoeA/V5VbVh-7z2I/AAAAAAAAru8/cxuKjzwAWmAS6AIywDr2jDOD6pxiC2oHQCLcB/s1600/Unity%2Bfull%2B45.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="228" src="https://1.bp.blogspot.com/-81y55LfMoeA/V5VbVh-7z2I/AAAAAAAAru8/cxuKjzwAWmAS6AIywDr2jDOD6pxiC2oHQCLcB/s320/Unity%2Bfull%2B45.png" width="320" /></a><b>Expandable vocabulary</b> is the ability to add words to the language system as skills increase. This goes beyond the ability to hide and unhide buttons (mask and unmask buttons) or add in a word here or there. It's the ability to start off with less buttons per page and move to more buttons per page as vision, vocabulary or access skills increase without having to learn a whole new language system. When systems do not allow for this they are essentially insisting those that need to start with less buttons at first because of vision or access issues must learn a whole new language when they are ready for more buttons. Or the converse, when someone who is able to access many buttons per page looses some ability, as is frequent in some conditions that cause a need for AAC, the user must start all over again. A robust system allows the user to increase (or decrease) the available vocabulary as skills change.<br />
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<a href="https://1.bp.blogspot.com/-8B3CbOVPLhE/V5VcBiVShEI/AAAAAAAArvA/aZx2f_AcbJsSlSTr1sQhm23Na1T6oy8AACLcB/s1600/adjectives_0.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="194" src="https://1.bp.blogspot.com/-8B3CbOVPLhE/V5VcBiVShEI/AAAAAAAArvA/aZx2f_AcbJsSlSTr1sQhm23Na1T6oy8AACLcB/s320/adjectives_0.png" width="320" /></a><b>Grammar</b> means the ability for the user to generate sentences that use correct and understandable grammar. It is the ability to use all tenses of verbs and all declensions of nouns, pronouns, adjectives and adverbs. Grammar is the ability to say, "Last week my brother and I went to a great restaurant and tomorrow we will go again" instead of "Last week my brother and I go to a good restaurant and tomorrow we go again." A robust system has the ability to access grammar to make sure the user can say exactly what he or she means to say.<br />
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<a href="https://2.bp.blogspot.com/-54P-21MW-yY/V5VOsgL0YHI/AAAAAAAArus/xO69Jt9Tb1INvwDdyvKndTZl2m2XgGnfQCLcB/s1600/17wips.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="227" src="https://2.bp.blogspot.com/-54P-21MW-yY/V5VOsgL0YHI/AAAAAAAArus/xO69Jt9Tb1INvwDdyvKndTZl2m2XgGnfQCLcB/s320/17wips.jpg" width="320" /></a><b>Alphabet </b>access is the ability for the user to spell in an efficient manner and have supports to do so. Those supports might be letter/word/phrase prediction, abbreviation expansion, and grammar and spelling correction. The only way to be 100% certain that an AAC user can say everything they want to say is to give them access to spelling and teach them how to use it! There is no such thing as putting "All.The.Words!" as many AAC supporters like to advocate on a device. That is because their are about <span class="_Tgc _y9e">1,025,109 words in the English language! Even if you limited a device to the approximately 750,000 words in active use without their various forms (which adds about 10,000 more words) there is no way to fit all those words into a word based language system! Compare that to the about 6,000 words in Unity 84 Sequenced or 12,000 in Proloquo2Go (set to advanced Crescendo with all buttons available). Suffice it to say "All.The.Words!" means spelling. A robust language system has access to the alphabet and the supports to use it well. </span><br />
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<span class="_Tgc _y9e"><b>Pre-Programmed Messages </b>are<a href="http://praacticalaac.org/praactical/on-full-sentences-and-questions-in-aac-systems/"> phrase or sentence based messages</a> available for playing back in very specific situations. They are helpful in fast moving situations, places that follow a certain script or times when communication partners may not know or be able to wait for a message to be created. An example might be at the pharmacy. An AAC user picking up medication at a pharmacy will likely follow a certain script. "I am picking up a script for _______.", "My address is _________." (Or birthdate, depending on the pharmacy) and "Thank you." There are a few things that might be needed for trouble shooting "There should be X prescriptions." or "My co-pay should be X". Having these messages ready means faster service, not holding up the line and getting on to errands that may be more fun. Pre-programmed Messages are also useful in social situations such as passing time in the hall at school. They are also necessary in emergencies. Examples might be, "I am having an aura. I am going to have a seizure. My emergency medication is in my bag in the outside pocket. Call 9-1-1 if it lasts longer than 5 minutes." or "I am lost. Please call my caregiver's cell phone at XXX-XXX-XXXX and give them this location." Sometimes the see-saw of AAC heavily leans towards core words, and they are vital, but pre-programmed messages are also a key part of a robust AAC system.</span><br />
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<span class="_Tgc _y9e"><b>Core Vocabulary</b> has been the a strongly advocated basis of AAC Systems for many years. <a href="http://www.minspeak.com/CoreVocabulary.php#.V5VWjKLCeO4"> Core vocabulary words make up 80% or more of what we say. They are the recyclable words of our language able to be used and reused again and again in many, many situations.</a> A robust language system has a base of core language. A lot of core language. <a href="http://praacticalaac.org/praactical/linguistically-robust-aac-systems/">Some experts say at least 300 words</a>. Core words are the center of a robust language system. </span><br />
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<span class="_Tgc _y9e">For information on robust AAC systems and teaching a robust language system see these links:</span><br />
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<li><span class="_Tgc _y9e"><a href="http://praacticalaac.org/praactical/linguistically-robust-aac-systems/">Linguistically Robust AAC Systems</a></span></li>
<li><span class="_Tgc _y9e"><a href="http://www.spectronics.com.au/online/resource/robust-vocabulary-instruction-for-students-with-developmental-disabilities-and-aac-needs-practical-strategies/">Robust Vocabulary Instruction</a></span></li>
<li><span class="_Tgc _y9e"><a href="http://teachinglearnerswithmultipleneeds.blogspot.com/2015/10/reasons-to-use-high-quality-vocabulary.html">Five Reasons to Use the High Quality Vocabulary Included in Your AAC System </a> </span></li>
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<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com3tag:blogger.com,1999:blog-6798368475920876945.post-1317273656257490972016-04-06T20:25:00.001-04:002016-04-06T21:01:12.934-04:00Yes, And?<div style="background-color: white; color: #141823; line-height: 19.32px; margin-bottom: 6px;">
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<a href="https://1.bp.blogspot.com/-nT0sWqBAwkQ/VwWn16Xyc9I/AAAAAAAAra4/zjlkx9s3hyEMysxNFvfPCt_y0AEJbT9nA/s1600/FullSizeRender%2B%25281%2529.jpg" imageanchor="1" style="clear: left; float: left; line-height: 19.32px; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="110" src="https://1.bp.blogspot.com/-nT0sWqBAwkQ/VwWn16Xyc9I/AAAAAAAAra4/zjlkx9s3hyEMysxNFvfPCt_y0AEJbT9nA/s200/FullSizeRender%2B%25281%2529.jpg" width="200" /></a></div>
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<span style="font-family: inherit;">I am just sitting here thinking about how random some AAC device activations can seem when they aren't. Two examples from a child today:</span></div>
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<span style="font-family: inherit;">1) at the park the child pointed at her friend and then said "win basketball". No basketballs in sight. </span><span style="font-family: inherit;">It </span><span style="background-color: transparent;">took me a minute and I never would have figured it out if I didn't know the friend and her mom. My student's friend's basketball team had recently won the championship. </span><span style="font-family: inherit;"> It w</span>ould have been easy to ignore or tell her that there weren't any basketballs around. And t<span style="font-family: inherit;"><span class="text_exposed_show" style="display: inline;">hough this student has some excellent and emerging AAC skills she doesn't yet know how to repair. So, had I dismissed her comment she would have just gone along with it. It terrifies me a little how much power the communication partner, in this case, me, has in interacting and learning with an AAC user. </span></span><span style="background-color: transparent;">"Win basketball"? Spot on. </span><br />
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<span style="font-family: inherit;">2) later we were tired and sitting in the student's living room, she had just asked for her one of her favorite AAC activities - FaceTime. Luckily my relatives, a few friends and the student's grandmother are very willing to oblige her desire for a sometimes very distracted video chat. So we reached my cousin on the FaceTime and at the end of the conversation the student says "dishcloth" twice. I told her I didn't understand and it was time to say bye, essentially dismissing her comment as a random activation. We hung up and the student hands me something she had accidentally put in her mouth while her aide hands her, you guessed it, a nearby dishcloth! The student wiped her hands and I felt like a jerk. It wasn't obvious or anything, I didn't feel like a jerk for missing what she might of meant. </span></div>
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I felt like a jerk for forgetting the first rule of improv, which is also the first rule of chatting with an emergent AAC user as well - "<a href="https://en.wikibooks.org/wiki/Improvisational_Acting/Rules">yes, and?</a>" In improv you always go with what is said, you don't shoot anything, down you are flexible and you go with it. Now your improv partner is barking like a dog? You don't say "Wait, we were pretending to be in a bank" you say, "Oh no! The bank robber hypnotized you! I knew I recognized him!" Or just about anything else to keep the exchange going. And in chatting with an AAC user you don't say "Dishcloth? I don't know what that means." (And then change the subject.) Instead you say, "Oh, a dishcloth? What about a dishcloth?" Yes, and?</span><br />
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<span style="font-family: inherit;">P.S. All of the rules of improv, especially the first five, are powerful in working with early, beginner and emergent AAC users:</span></span><br />
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<span style="font-family: inherit;"><span class="C-3" style="background-color: transparent; box-sizing: content-box; font-weight: 700; line-height: 18px; vertical-align: 0px;"><a href="http://www.pantheater.com/rules-of-improv.html">Rules of Improv</a></span><span class="C-5" style="background-color: transparent; box-sizing: content-box; line-height: 18px; vertical-align: 0px;"><br style="box-sizing: content-box;" /></span></span></div>
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<span style="font-family: inherit;"><span class="C-8" style="background-color: transparent; box-sizing: content-box; font-family: inherit; line-height: 16px; vertical-align: 0px;">1) Say “yes’and!”</span></span></div>
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<span style="font-family: inherit;"><span class="C-8" style="background-color: transparent; box-sizing: content-box; font-family: inherit; line-height: 16px; vertical-align: 0px;">2) Add new information.</span></span></div>
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<span style="font-family: inherit;"><span class="C-8" style="background-color: transparent; box-sizing: content-box; font-family: inherit; line-height: 16px; vertical-align: 0px;">3) Don’t block.</span></span></div>
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<span style="font-family: inherit;"><span class="C-8" style="background-color: transparent; box-sizing: content-box; font-family: inherit; line-height: 16px; vertical-align: 0px;">4) Avoid asking questions-<wbr style="box-sizing: content-box;"></wbr> unless you’re also adding information. </span></span></div>
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<span style="font-family: inherit;"><span class="C-8" style="background-color: transparent; box-sizing: content-box; font-family: inherit; line-height: 16px; vertical-align: 0px;">5) Play in the present and use the moment.</span></span></div>
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<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-59798778681876949842016-03-24T23:57:00.001-04:002016-03-28T14:13:21.646-04:00Rethinking the AAC Prompting Hierarchy in Severe Apraxia<div class="separator" style="clear: both; text-align: center;">
<a href="https://3.bp.blogspot.com/-agcwFxX3V0A/VvTBHSRgCFI/AAAAAAAAraQ/ML_rORdHSps4Wlpb5clKI5ulWQVPaAh_w/s1600/image.jpeg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://3.bp.blogspot.com/-agcwFxX3V0A/VvTBHSRgCFI/AAAAAAAAraQ/ML_rORdHSps4Wlpb5clKI5ulWQVPaAh_w/s400/image.jpeg" width="300" /></a></div>
Prompting Hierarchies have been a staple in special education, behavioral methodology andcommunication therapy for some time. However, when it comes to children with severe apraxia, with or without coexisting anxiety, (Rett Syndrome, Angelman Syndrome, ASD, etc) the commonly used prompting hierarchy can complicate instead of simplify teaching augmentative and alternative communication.<br />
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<a href="https://scholar.google.com/scholar?q=aided+language+stimulation&hl=en&as_sdt=0&as_vis=1&oi=scholart&sa=X&ved=0ahUKEwiPoOzx7NrLAhWDlh4KHTcPDZ4QgQMIGDAA" target="_blank">Many studies now support aided language stimulation</a> or direct modeling as a primary intervention that should be ongoing and intense with child who are learning to use AAC. Given this knowledge we should move modeling from a step in the hierarchy to the umbrella that covers all of the other steps in AAC teaching.<br />
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Another flaw in the commonly used prompting hierarchy in AAC is the use of direct verbal/requesting a response/giving a command as a "cue" or "prompt". Telling a child what to "say" with their talker isn't a cue or prompt. It is a command and usually it is testing. When we equate communication with testing we lose out on what drives communication (and humanity, when it comes down to it) - an inherent desire to connect with another person. Sometimes that connection is about meeting a need or want and sometimes it is about sharing information, being polite or socially being part of an interaction. But we negate that when we command child to say something specific. Furthermore, such demanding/testing type interactions increase anxiety (fear of getting it wrong, fear of disappointing, etc), oppositional behavior (the child's desire to prove that the he or she has power) and apraxia.<br />
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<a href="http://medical-dictionary.thefreedictionary.com/apraxia">Apraxia</a> is a neurological disability that impacts the child's ability to follow a direction in spite of the directive being understood, a desire to follow the directive, the physical ability to follow the directive and sometimes, a previously shown ability to follow the directive. In short, the more the child WANTS to do something the more apraxia stops them. This is neurological, NOT a behavior. Anxiety and demands increase the apraxia. So the child might still be working through the previous levels of cues you have given but then you make the demand "show me_______" or "say_________" and all bets are off! It will be nearly impossible for the child to do as you say at this point. Creating a amicable bond, sometimes even an almost conspiratorial connection is much more likely to enable a child with severe apraxia to be able to communicate. Non-directive and non-confrontational is the way to go in apraxia if you want results!<br />
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Finally there is the issue of "hands-on" cueing. What does "hands-on" cueing really mean? It basically means we MAKE the child press or activate buttons on their devices. (The child actively taking your hand is different than you taking the child's hand. Yet, this should still be faded as soon as possible.) Hand-over-hand and hand-under-hand both are hands-on.<br />
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What does a hands-on, full physical "cue" this tell the child? It tells them that A) we have the right to manipulate their bodies or make them touch or do things whether they want to or not and B) that we have the right to force them to say things just because we want them to say it. It teaches them that if they don't comply with a directive (regardless of if they understood it or if apraxia stood in their way) we will <i><b>make</b></i> them comply with the directive.<br />
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Our students are some of the most vulnerable human being anywhere. Consider this statistic:<br />
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More than 70 percent of those with disabilities polled said they had been abused and over 60 percent of family members indicated that their loved one with special needs had been mistreated. (http://www.disabilityandabuse.org/survey/survey-report.pdf) <br />
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Or this one:<br />
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More than ninety percent (90%) of people (both male and female) with developmental disabilities will experience sexual abuse at some point in their lives. Forty-nine percent (49%) will experience ten or more abuse incidents. (Valenti-Hein, D. & Schwartz, L. (1995). The Sexual Abuse Interview for Those with Developmental Disabilities. James Stanfield Company. Santa Barbara: California)<br />
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Now tell me again how is it ok to teach children who have significant disabilities that they should allow others to make them do things with their hands and that they should allow others to "put words in their mouths"? We have almost a sacred duty to do everything in out power as educators, therapists, caregivers, parents to prevent abuse of our students - now and in the future. And this starts with teaching them that they have the right to be respected in what they do (and don't do) as well as what they say (and don't say). It might be the most important thing we do. We must take it seriously. We must make it a priority. And that means finding new ways to teach and "cue"/"prompt" (it definitely isn't a prompt if it is hands-on). We are an intelligent, creative and compassionate field, certainly we can find other ways?<br />
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Additionally a "full physical" or hands-on situation, where we make the child "say" something with the device, teaches the child that language/words are something put upon them by others. If we want our students to see the power of their AAC systems we must let them see, in both our modeling and in how we teach and respond to their AAC, that the power of language/words is that it comes from INSIDE us and can affect those OUTSIDE us. Children can't learn that if we are constantly putting them in a position where the words come from someone else who is physically making them access their communication system. In teaching AAC we are setting the child's attitude about using their speech system for the rest of their life. It is so much better that we teach them the value of their system from the beginning instead of having to combat a negative attitude about their communication system that is created by how we taught them in the first place.<br />
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So we must rethink the prompt hierarchy. We make modeling a setting event that happens ALWAYS. Then we use the expectant pause, indirect gestural cue (body language), direct gestural cue (pointing), indirect and partial verbal cues (phonemic cue, hinting) and then we return to modeling and move on.<br />
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Why don't we force the issue until we get the device activation we want? Because communication isn't a test and nothing is so important that we put our hands on and make them say something. Instead we increase the motivation of the child (through preferred activities, child led sessions and our own demeanor), we increase the modeling of the AAC device or system and we move out of the way and let the child come to an understanding of their communication system and the power it has through repeated meaningful experiences. <br />
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<br /><div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com8tag:blogger.com,1999:blog-6798368475920876945.post-68752692026068898352016-03-01T01:24:00.001-05:002016-03-01T01:29:30.353-05:00Rare Disease Day<div class="separator" style="clear: both; text-align: center;">
<a href="https://2.bp.blogspot.com/-AWwf8-Mu_J8/VtU2vG1kOdI/AAAAAAAArZM/PHcYrDiF-yE/s1600/5AFA6841-846E-465E-922B-F331BEF23E23.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://2.bp.blogspot.com/-AWwf8-Mu_J8/VtU2vG1kOdI/AAAAAAAArZM/PHcYrDiF-yE/s320/5AFA6841-846E-465E-922B-F331BEF23E23.JPG" width="240" /></a></div>
February 29th is Rare Disease Day <br />
So many of the children I work with and adore have rare diseases. I hope today doesn't just increase awareness of those who rare diseases and the need for research into improving their quality of life today and finding treatments and cures in the future but also the potential in each of these amazing individuals. I learn far more for the children I work with than they learn from me. They all have something to offer the world and we all have something to learn. <br />
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The children I work with have many syndrome and disorders among them Rett Syndrome, Angelman Syndrome, Cockayne Syndrome, Pitt-Hopkins syndrome, forms of muscular and leukodystrophies, various Mitochondrial Diseases and more recently identified rare genetic disorders with only genetic names CDKL5, GRIN2B, FOXG1 Many of these disorders are life limiting still for many a cure may be on the horizon. Our job as educators is to keep our students ready educationally, emotionally and physically for that cure, whenever it may come. Our jobs are vital, to see in each rare child the potential that is inherent but hidden to many. <div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-21552507607633474942015-12-20T19:32:00.001-05:002015-12-20T21:29:20.548-05:00Wearing Your Words<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
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Wearing your words is essential when you are an ambulatory AAC user. You need to be able to access your AAC at all times and you can't do that if gets left in another room or is in your backpack. AAC users who also use wheelchairs or strollers face different issues in terms of mounting their AAC systems but sometimes it is even more of a challenge if the user is running around and active.<br />
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Parents or schools should implement a means to carry/wear AAC systems at the same moment they acquire the "talker" itself. However, it is never too late if you are already using a mobile talker. Some children do just fine with a shoulder style carry bag that is open to the screen and allows the talker to be flipped up and used without removing. Others will try to remove or throw such a system and need a harness style carrying system that is more tamper proof. The goal is to find the least invasive system that allows full access without risk of losing or throwing the talker. Custom designs can increase appeal and "buy in" where as off-the-shelf, commercial solutions may look more "typical" and be less expensive. The draw back to commercial solutions is that they may not be fitted for children or teens and may not be as durable. It might be important for certain features to be available for example the ability to attach a bluetooth speaker, to block access to various ports or to charge without removing the carrying case. Another consideration is any orthopedic issues or potential for future orthopedic issues from carrying 1-2 pounds over the shoulder or in a harness. If this is a possible issue consult your OT or PT. A waist belt with flip up attachments can be created in a DIY manner if over the shoulder(s) is not a good solution.<br />
<a href="https://docs.google.com/document/d/1fI7V-iOGAlg6oidSUEWUe_vT83IOdnGg73ifzZ-nhWo/edit?usp=sharing">Please see this list to assist with feature matching.</a><br />
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-Y_gbItp1W7g/VndI2MQH4xI/AAAAAAAArLg/YvvKW-fJ8IE/s1600/12404879_10208532666820728_1857949391_o.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="http://3.bp.blogspot.com/-Y_gbItp1W7g/VndI2MQH4xI/AAAAAAAArLg/YvvKW-fJ8IE/s200/12404879_10208532666820728_1857949391_o.jpg" width="150" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Jabber Jas</td></tr>
</tbody></table>
<br />
If you are starting off you child in wearing his or her words and you need to help them understand how important it is some ideas include: you wearing his or her words as well, social stories about wearing your talker and using pictures of other children wearing their words such as in this Pictello book in <a href="https://drive.google.com/file/d/0B2EtLwlnPKiWT25GcVhBbUxLOUE/view?usp=sharing">PDF form</a> (or get through sharing server with this code which is good for 100 days 9658-4211). You can also check the #seemeseemyaac find photos. <br />
<br />
<u>Custom Made</u><br />
<br />
Shoulder Strap Style<br />
<ul>
<li><a href="http://www.chatbag.net/">ChatBag*</a></li>
</ul>
<br />
Harness Style<br />
<ul>
<li><a href="http://www.safensoundmobile.com/">Gab and Go Harness<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-MIhaWIWPgfQ/VndLVGA6-hI/AAAAAAAArLs/KqVRyJ5Yt7g/s1600/gab%2Band%2Bgo.jpg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="320" src="http://2.bp.blogspot.com/-MIhaWIWPgfQ/VndLVGA6-hI/AAAAAAAArLs/KqVRyJ5Yt7g/s320/gab%2Band%2Bgo.jpg" width="213" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Gab and Go Harness</td></tr>
</tbody></table>
</a></li>
<li><a href="https://www.facebook.com/JabberJas/">Jabber Jas Harness</a></li>
</ul>
<u>Commercially Made</u><br />
<br />
Shoulder Strap Style<br />
<ul>
<li><a href="https://ibackflip.com/index.html">iBackFlip Somersault*</a></li>
<li><a href="http://strotter.com/">Strotter*</a> </li>
<li><a href="http://www.roadtripluggage.com/padded-ballistic-nylon-hybrid-travel-case-w-strap-for-ipad-1-ipad-2-ipad-3-ipad-4/">RoadTrip Luggage </a></li>
</ul>
Harness Style<br />
<ul>
<li><a href="http://setwear.com/products/ipad-radio-chest-pack">SetWear iPad Radio Harness*</a> </li>
<li><a href="http://www.theflipcase.com/#!flipcase-for-tablets/cq6m">FlipCase*</a><a href="http://www.theflipcase.com/#!flipcase-for-tablets/cq6m"></a></li>
</ul>
<div style="text-align: left;">
</div>
*has one handed use option<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com4tag:blogger.com,1999:blog-6798368475920876945.post-7174374873709419832015-12-17T23:48:00.001-05:002015-12-18T00:00:57.589-05:00The Real Cost of Premium AAC Apps<a href="http://1.bp.blogspot.com/-h4Hqa0MSKg8/VnOP2DI2XUI/AAAAAAAArKw/I1-QvbvmyUo/s1600/2c087407a201f88a4ac389fc60d9f2dd_original.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-h4Hqa0MSKg8/VnOP2DI2XUI/AAAAAAAArKw/I1-QvbvmyUo/s200/2c087407a201f88a4ac389fc60d9f2dd_original.jpg" width="200" /></a>This blog post from <a href="http://teachinglearnerswithmultipleneeds.blogspot.com/2014/10/real-cost-of-premium-aac-apps.html">October 2014</a> has been updated.<br />
<br />
Some prices have changed, some apps added and some removed. The premise of this post is that in making all things equal in terms of assuming customers need a robust vocabulary, a premium TTS voice and a means to back up and share files we can compare the real cost of premium AAC apps over time. <br />
<br />
<a href="http://2.bp.blogspot.com/-4G_Nhw5IyuY/VnOP1mfRQZI/AAAAAAAArKs/4z338ZyyZtE/s1600/7205e2a57a63f31a4bdde693c21cc5df.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="144" src="http://2.bp.blogspot.com/-4G_Nhw5IyuY/VnOP1mfRQZI/AAAAAAAArKs/4z338ZyyZtE/s200/7205e2a57a63f31a4bdde693c21cc5df.jpg" width="200" /></a>The most expensive app both for one and five years remains TouchChat/TouchChat HD. Some app companies have realized that schools and health insurance reimbursement requires apps without add-on purchases and have started offering all inclusive versions of their apps. Perhaps the most interesting development in the field is some apps offering premium TTS voices included in the cost of the app (Proloquo2Go and Clicker Communicate, for example) or for a minimal price and others have higher price points for the same voice (TouchChat and Go Talk Now offer a premium voice for $11.99, while Speak for Yourself offers the exact same premium voice for $24.99).<br />
<br />
Of course price point isn't the only reason to choose an app, which is why <a href="https://docs.google.com/document/d/1khMItMY9kyO_wgRsPwNq01w90O99-JpHtQQt6pRHobE/pub">this chart</a> seeks only to compare oranges to oranges price-wise and not to examine any of the other reasons why you would choose one app over another for your student, client or child.<br />
<a href="https://docs.google.com/document/d/1khMItMY9kyO_wgRsPwNq01w90O99-JpHtQQt6pRHobE/edit?usp=sharing">Direct Link</a><br />
<a href="http://kateahernesma.wikispaces.com/file/view/RealCostofPremiumAACApps.pdf/570446653/RealCostofPremiumAACApps.pdf">PDF Version </a><br />
<br />
<iframe src="https://docs.google.com/document/d/1khMItMY9kyO_wgRsPwNq01w90O99-JpHtQQt6pRHobE/pub?embedded=true"></iframe> <br />
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<br /><div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com2tag:blogger.com,1999:blog-6798368475920876945.post-80097080945126044702015-11-12T23:51:00.001-05:002015-11-23T20:42:50.651-05:00Presume Potential<br />
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<center>
<a href="http://photo.blogpressapp.com/show_photo.php?p=15/11/12/441.jpg"><img border="0" src="http://photo.blogpressapp.com/photos/15/11/12/s_441.jpg" height="280" style="margin: 5px;" width="210" /></a></center>
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- Posted using BlogPress from my iPad<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com2tag:blogger.com,1999:blog-6798368475920876945.post-7134029293953795722015-11-09T11:31:00.000-05:002015-11-09T11:40:27.172-05:00Eye Gaze Activities for Emergent Eye Gaze Users<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/TMBKz0ZPp-s" width="560"></iframe><br />
<div>
Resources</div>
<div>
<ul>
<li><a href="http://www.tobiidynavox.com/explore/games-activities/">Tobii's List of Resources</a></li>
<li><a href="http://opportunityfoundationofamerica.org/eagleeyes/activities/">Opportunity Foundation of America List of Online Activities</a></li>
</ul>
</div>
<div>
Free</div>
<div>
<ul>
<li><a href="http://opportunityfoundationofamerica.org/eagleeyes/downloads/">Eagle Eyes Activities</a></li>
<li><a href="http://www.fugly.com/media/flashdir/Game/harmony-horses.swf">Horse Harmony</a></li>
<li><a href="http://www.jacksonpollock.org/">Jackson Pollock Painting</a></li>
<li><a href="http://www.shinylearning.co.uk/freegames/mousefollower.shtml">Mouse Follower</a></li>
<li><a href="http://www.senteacher.org/download/79/CauseEffectSensory.html">Cause and Effect Lightbox</a></li>
<li>Remember to try activities meant for those learning to use a mouse!</li>
</ul>
</div>
<div>
Subscription</div>
<div>
<ul>
<li><a href="http://www.gingertiger.net/en?a=161">Ginger Tiger</a> is a collection of games and activities for eye gaze, mouse and switch users</li>
<li><a href="http://www.helpkidzlearn.com/shop/online-software/games-and-activities">Help Kidz Learn</a> is another collection of games and activities for eye gaze, mouse and switch users </li>
</ul>
</div>
<div>
Purchase</div>
<div>
<ul>
<li><a href="http://www.helpkidzlearn.com/shop/eye-gaze-software/eye-can-fly">Eye Can Fly</a> </li>
<li><a href="http://www.helpkidzlearn.com/shop/online-software/games-and-activities">HKL Activities Bundle</a></li>
<li><a href="http://www.helpkidzlearn.com/shop/eye-gaze-software/attention-and-looking">Inclusive Eye Gaze Attention and Looking</a></li>
<li><a href="http://www.helpkidzlearn.com/shop/eye-gaze-software/exploring-and-playing">Inclusive Eye Gaze Exploring and Playing</a></li>
<li><a href="http://www.helpkidzlearn.com/shop/eye-gaze-software/choosing-and-learning">Inclusive Eye Gaze Choosing and Learning</a></li>
<li><a href="http://www.tobiidynavox.com/software/look-to-learn/">Look to Learn </a></li>
<li><a href="https://thinksmartbox.com/product/look-to-learn-scenes-and-sounds/">Scenes and Sounds add-on for Look to Learn </a></li>
<li><a href="http://www.timocco.com/">Timocco</a></li>
</ul>
<div>
<br /></div>
<ul>
<li><a href="http://www.tobiidynavox.com/software/sensory-eyefx/">Sensory Eye FX</a></li>
</ul>
</div>
<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com1tag:blogger.com,1999:blog-6798368475920876945.post-61908319166525595862015-11-01T17:44:00.000-05:002015-11-01T17:48:58.722-05:00Zingo! Core Word Race <div class="separator" style="clear: both; text-align: center;">
<a href="http://imaginationsoup.net/wp-content/uploads/2015/08/Zingo-Sight-Words-715x477.jpg" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://imaginationsoup.net/wp-content/uploads/2015/08/Zingo-Sight-Words-715x477.jpg" height="213" width="320" /></a></div>
Today I was defeated 3 to 0 playing Core Word Race. To play each player must have a robust AAC system. It is ok if different children have different systems, as long as they have a robust system. To play use the <a href="http://www.amazon.com/Think-Fun-7704-Zingo-Sight/dp/B008RU8GC4/ref=sr_1_1?ie=UTF8&qid=1446417398&sr=8-1&keywords=zingo+sight+words">Zingo Sight Word </a>card dispenser and dispense a word card, this happens to be a good time for some incidental literacy teaching! Next, say "on your mark, get set, go!" (You can record this on a sequential message switch if you want!) And race to fine the word on your talkers. First one to say it with their talker wins! Variations include having peers in inclusion find the word in a dictionary, a speed version where each player takes a turn while the others watch and the object of the game is to find as many words as you can in three minutes and playing with the Zingo! Think Fun version (or anyone that dispenses letters) to race to find a word, any word or a word in a particular category, that starts with the dispensed letter.<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-60919108347992540552015-10-25T20:42:00.000-04:002015-10-26T11:23:57.344-04:005 Reasons to use the high-quality vocabulary already included in your
AAC system:<span style="font-size: x-small;">The post below applies only to high quality augmentative and alternative (AAC) systems with robust vocabularies and a well researched effort behind how the system works. For example (but not limited to): Proloquo2Go 3 or even better 4 with Crescendo Vocabularies using at least 15 buttons per page, TouchChat with Word Power 42+ or Pixons, Compass with Word Power, Gateway or PODD, Avaz, LAMP Words for Life and other Unity based lanugage systems, and PODD books created and used according to PODD trainin</span><span style="font-size: x-small;">g. In general, a robust vocabulary means at least 100 words organized in an understandable, predictable manner (categorically, pragmtically, or semantically) using a consistent and</span> <span style="font-size: x-small;">meaningful symbol system. If you are wondering if your system qualifies as a well researched AAC System with a robust vocabulary please check out<a href="http://www.janefarrall.com/aac-apps-lists/"> Jane Farrell's AAC app evaluations</a> (3 stars or bust!) or the <a href="https://www.angelman.org/_angelman2/assets/File/Does-Your-App-Measure-Up.pdf">Does Your AAC App Measure Up handout </a>and YouTube Video. If you aren't using a robust lanugge system with your students you should be!</span><br>
<span style="font-size: x-small;"><br></span>
<br>
<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; margin-left: 1em; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://2.bp.blogspot.com/-ncB6jewVY6E/Vi179dBfGiI/AAAAAAAAqxA/yKIDzq-fYdg/s1600/image.jpeg" imageanchor="1" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="156" src="http://2.bp.blogspot.com/-ncB6jewVY6E/Vi179dBfGiI/AAAAAAAAqxA/yKIDzq-fYdg/s320/image.jpeg" width="320"></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Proloquo2Go 4 Core Words<br><br></td></tr>
</tbody></table>
1) The work is done for you!<br>
Teaching a child to communicate via augmentative and alternative communication (or to repair unintelligible speech with AAC) is a labor intensive task. Designing and programming a robust and well-researched vocabulary system is also a labor intensive task, but, with the right system, it is a task that has been done for you! Hurray! You will likely need to do some basic customizing like adding the users personal information and user specific frequently used words and phrases. However, the rest of the work has been done for you! Now you can focus on sharpening your language teaching skills, modeling, developing descriptive classroom labels, making low tech versions of high tech displays, training peers, parents and teachers and so much more. You have enough to do without recreating the wheel.<br>
<br>
2) It isn't too much!<br>
I know looking at any robust system is overwhelming at first. So many words, so many colors. Maybe it isn't like the other systems you have taught. You are overwhelmed and you fear your staff, the parents and the child will be overwhelmed. You can't wrap your brain around this new system. You try to make a sentence and can't find the words you want. It's frustrating. So you think, maybe I will make something myself. Wait. All new languages are overwhelming at first. You have just landed in the airport in a country where you don't speak the language. The answer isn't to get back on the plane and leave and it isn't to hide in your hotel watching Netflix in your native language while just gesturing and pointing to clarify your wants and needs to the hospitality staff. The answer is to learn the language. Get in there! Make mistakes. Practice. Learn. Language is messy! <div><br></div><div>Use just the basic single words at first. Build up to two word combinations and longer phrases and sentences. Then keep doing it. Soon it won't be too much - not for you and not for your user. Someday you will find yourself saying, "I never thought we would be worrying about word order!"<br>
<br>
3) Choice Boards aren't communication!<br>
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<a href="http://2.bp.blogspot.com/-vgEzs3A1Vqw/Vi18Kh8RzeI/AAAAAAAAqxM/la387YP5cn4/s1600/image.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="438" src="http://2.bp.blogspot.com/-vgEzs3A1Vqw/Vi18Kh8RzeI/AAAAAAAAqxM/la387YP5cn4/s640/image.jpeg" width="640"></a></div>
<br>
Choice boards have their place. They belong alongside robust communication systems for quick, in the moment, decision making. They cannot replace communication robust systems. And if you make your own vocabulary on a speech system there is a decent chance you will, probably, create choice boards. Remind yourself that AAC is for ALL the functions of communication. Not just wants and needs. Not just choices. If you feel like your student isn't ready for "the big time" of using a robust application thing about this: when a child needs to learn to ride a bicycle we don't send them back to practice on a Big Wheels. We put them on a bike! We add supports like training wheels that we quickly fade. We stand beside them and help them learn, running, out of breath, to keep up. We realize they need to be on a bike to learn to ride a bike. And we realize they need to have a robust communication system to learn to use a robust communication system!<br>
<br>
4) Evidence Based Practice/Research Based are the words of the decade!<br>
Robust AAC systems have research behind them. Well done, core language based systems, have been researched to show the most frequently words used regardless of the grid size chosen. They attempt to keep symbol placement consistent across pages. Color Coding is deliberate and usually matches either the Fitzgerald Key or Goosens, Elder and Crain color coding. The high quality AAC systems - be they paper based, on a dedicated device or an app - have SLPs and others whose specific job it is to move research into practice. They agonize over whether to allow activity pages (which are not research supported for teaching long term language skills) or how to arrange less frequently used verbs or adjectives. They spend their days and nights deciding on features and grammar access and so much more so that you don't have to and their systems align with best practice/research. In some ways the SLPs and their teams at the companies that make high quality, robust systems are the unsung heroes of the AAC world. They keep current on the research, keep in touch with parents, teachers, therapists and users and somehow put all of that into their language systems. Using their work is working smarter, not harder and guarantees you can defend the vocabulary should the need to do that ever occur. <br>
<br>
5) Stuff Happens<br>
Let's face it stuff happens. That kid you spent months creating a vocabulary for might move. And the new district may or may not keep using your work. Or they may go to adult services where all your carefully programmed academic and/or choice making vocabulary is rendered useless. Or the device may crash and you might not have backed it up. Or your hard drive with all the back up crashes at the same time! Or maybe since you are programming so much the next teacher or SLP will as well creating a perfect storm of "too many cooks in the kitchen". (I have had to restart AAC teachingSO MANY times because of "too many cooks in the kitchen"). Stuff happens. Using a robust, high quality AAC system "out of the box" with only changes for personalization increases the chances that your user won't have to learn a brand new system some day. Learning a system with standardized symbols, color coding and organization now will make it easier if he or she DOES need to learn a new system someday. Using the high quality, robust vocabulary that comes with the system supports the user in the future as well as the user you have now. <br>
<br>
<br>
<div class="separator" style="clear: both; text-align: center;">
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<div class="separator" style="clear: both; text-align: center;">
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<br><div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com3tag:blogger.com,1999:blog-6798368475920876945.post-25605925739447486242015-09-15T13:23:00.004-04:002015-10-21T22:53:12.392-04:00Descriptive Teaching Model (DTM)<a href="http://1.bp.blogspot.com/-d9G8pN2Eq0I/VfhQqC94dgI/AAAAAAAAquo/R7ajYEtnWhc/s1600/iPad%2B9%2B15%2B2015%2B087.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="150" src="http://1.bp.blogspot.com/-d9G8pN2Eq0I/VfhQqC94dgI/AAAAAAAAquo/R7ajYEtnWhc/s200/iPad%2B9%2B15%2B2015%2B087.PNG" width="200" /></a>"You are working too hard!" I frequently tell teachers and SLPs when I am called in as a consultant to support
them and their AAC users. So many professionals think they need to
program every word that the AAC user will need for an academic lesson,
field trip or other occasion.<br />
<br />
As most of us know core words are the words that make up 80% or more of our speaking and writing. Words like put, go, help, like, it, that, why, then. With core words we can communicate, without them, not so much. And fringe words give us context. They are the <i>reasons</i> why we communicate. We need fringe words to talk
about things like soccer, Disney World, our new bicycle. Important
fringe words that are used frequently in the lives of our students
belong on their devices for example pudding, blanket, My Little Pony,
awesome, seizure, WWE or sensory table. Deciding the fringe words to
program involves interacting with the child, understanding his or her
interests and the interests of peers and siblings and figuring out what
fringe words are salient and necessary to the child. <br />
<br />
<a href="http://1.bp.blogspot.com/-xv1ySRCxYGk/VfhRa4atC7I/AAAAAAAAquw/4wsNFb41R1w/s1600/Wheelie%2BRubbish%2B-%2BRecycling%2BLabels%2B-%2BRubbish.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="121" src="http://1.bp.blogspot.com/-xv1ySRCxYGk/VfhRa4atC7I/AAAAAAAAquw/4wsNFb41R1w/s200/Wheelie%2BRubbish%2B-%2BRecycling%2BLabels%2B-%2BRubbish.png" width="200" /></a>Rarely are science vocabulary words like magma or magnetic pole going to be salient and necessary. Or what I like to call "recyclable", they will be used just once and never again. Other non-recyclables are Battle of Little Big Horn, peninsula or the names of all of the characters in the months shared reading. How then do we teach, talk about and assess? (Which is only 20% of what we do - right? We teach and talk and THEN assess!)<br />
<br />
Well we need to create a paradigm switch in our own heads and that of other professionals and paraprofessionals. We need to start asking questions that allow our students to answer using the words they already have on their device. This serves multiple purpose (beyond saving us the hours and hours of programming), the most important purpose is our AAC users learn how to be creative and use the words they have to say what they need to say. AAC is usually a life time learning process for our students and being able to communicate about topics when they don't have the specific words they need is an essential life skill.<br />
<br />
<a href="http://4.bp.blogspot.com/-j5kI_IwNuzc/VfhTqnzbSlI/AAAAAAAAqu8/QbYQnYjB4KU/s1600/tiny%2Bplays.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="228" src="http://4.bp.blogspot.com/-j5kI_IwNuzc/VfhTqnzbSlI/AAAAAAAAqu8/QbYQnYjB4KU/s320/tiny%2Bplays.PNG" width="320" /></a>For example, I was chatting with my friend Owen at Camp Communicate in Maine. He was trying to <br />
tell me his idea. After a few miscommunications and much frustrations he was able to say "tiny plays" and he had previously given me the hint that the word started with 'S'. Skits! Owen was able to use his communication repair skills and practice with using descriptive language to help me understand.<br />
<br />
<a href="http://www.vantatenhove.com/">Gail VanTatenhove</a> invented the Descriptive Teaching Model to address this issue. She explains that teachers typically us a referential style of teaching, "What land form is surrounded by water on three sides?" and the students answer in a single word with a very specific fringe word, "peninsula". This doesn't work well for our AAC users. So instead we can ask questions they can answer using the words that they have, "Tell me about the water around this peninsula?" and the student can answer something like "not all around" or "almost all around" or "around most of it". Does the child know what a peninsula is? Clearly he does. You could ask some more, follow up descriptive teaching method questions if you needed to be more sure he understood. Similarly if you are teaching about the British Army during the revolutionary war you could just say, "Tell me something you know about the British Army." All sorts of answers would be appropriate, "they wear red", "they are mean", "they fight", "they have horses", "they hurry" and so on and so on.<br />
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Here are some resources to help you learn about and begin to use the DTM. <br />
<ul>
<li><a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CCQQFjAAahUKEwjN-LObuvnHAhWMGT4KHXYDCRk&url=http%3A%2F%2Fwww.asha.org%2Fevents%2Fconvention%2Fhandouts%2F2008%2F0904_van_tatenhove_gail&usg=AFQjCNGNnBcxchvDR7CxkZ6wKRdDYlRZ3Q&sig2=ub5TNQn-_8zPhufqi9B07Q">Power Point Handouts from Gayle VanTatenhove on Aided Lanuage Stimulation and DTM</a></li>
<li><a href="http://www.liberator.net.au/js/fontis/tiny_mce/plugins/filemanager/files/liberator_au/Start%20Talking%20in%20the%20Classroom.PDF">Start Talking in the Classroom Handouts </a></li>
<li>One page <a href="http://rastresources.com/wp-content/themes/wpbootstrapnew/assets/pdf/Teaching%20Methods/The%20Descriptive%20Teaching%20Model.pdf">DTM handout from RAST Resources</a></li>
<li><a href="http://www.minspeak.com/students/documents/%20WitkowskiBaker.pdf">Addressing Content Vocabulary with Core via ASHA </a></li>
<li><a href="https://www.teacherspayteachers.com/Product/Descriptive-Labels-for-AAC-Teaching-Symbolstix-1817234">Descriptive Classroom Labels </a></li>
<li><a href="http://www.alabamashaa.org/files/Handouts%202015/Lehr-BeyondCalendarTime.pdf">Beyond Calendar Time</a></li>
<li>Teaching with Core Words Blog Entry </li>
</ul>
<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-84744608532939471302015-09-11T15:10:00.002-04:002015-09-11T15:34:57.934-04:00Age Respectful vs Age Appropriate<a href="http://1.bp.blogspot.com/-smM0uJ3LoHM/SV6mpTrgEtI/AAAAAAAATfQ/XoeIG6YLzzI/s1600/2009-01-02_1836.png" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em; text-align: center;"><img border="0" src="http://1.bp.blogspot.com/-smM0uJ3LoHM/SV6mpTrgEtI/AAAAAAAATfQ/XoeIG6YLzzI/s1600/2009-01-02_1836.png" /></a>Age-appropriate has long been a mainstay of special education and related fields. On one hand it is an important concept; since it means treating everyone as the age they are (no baby talk, no rubbing people's heads, etc). On the other hands it puts us in then position of deciding what interests and hobbies our students are "allowed" to have. And who are we to judge? Would it really be the end of the world if a young adult carries a Tinkerbell backpack or a teenager wears a Mickey Mouse shirt? Why is it an individual without a developmental disability can do those things but a person with a developmental disability can't? (Have you seen the men's T-shirt section in Target?)<br />
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It is time we all embrace a new way of looking at this. Let's think about age respectful instead of insisting on age appropriate.<br />
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What is age respectful?<br />
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Age respectful means that when something is our choice we choose items, activities and interactions that are respectful of the age of our student in our setting. We choose typical and adapted books that will be motivating and are respectful of the students age (an adapted version of Huck Finn in middle school instead of a Brown Bear, Brown Bear, for example). While at the same time we allow choices made by the individuals themselves to reflect their tastes and interests. <br />
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Age respectful means we offer and teach how to do new activities and use new materials while never judging the student for choosing to return to old activities or materials.<br />
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Age respectful provides multiple meaningful opportunities to expand exposure to new ideas, activities and experiences because we like what we know. We do this not to replace "age inappropriate" choices but to augment and expand our students' horizons. If we wish to be truly successful at this we try to stay just one step beyond current tastes and interests.<br />
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Age respectful re-frames (formerly "age inappropriate") interests as legitimate hobbies, collections and interests . Meaning that an interest in Elmo including collecting Elmo items can and is a hobby for many people of all abilities. <br />
<br />
Age respectful means that we teach our students manners. All of our students. Students who love Barney learn that one really needs to ask and gage the interest of others before sharing about that hobby enthusiastically. Students who don't share that interest need to learn how to politely redirect the conversation.<br />
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Age respectful means that the rules apply evenly. If bringing toys to class is unacceptable then it is unacceptable for ALL students from the student with the Star Wars collectibles to the student with the Big Bird toy.<br />
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Age respectful is about making choices that respect our students while age appropriate is about assuming we can and should make choices FOR our students.<br />
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<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com6tag:blogger.com,1999:blog-6798368475920876945.post-29443922041847139492015-08-11T12:03:00.000-04:002015-08-12T11:10:27.531-04:00Not there YET!Often times I share success stories about students I work with - the girl with Rett Syndrome who is reading, the boy with Cerebral Palsy and multiple disabilites who writes stories with his communication book, the teenager with Angelman Syndrome who received a speech device a year ago and saw a massive decrease in agressive behaviors. These stories, true and meant to inspire and illustrate often have a very different result. One result I commonly hear is educators, therapists and parents who think that there is something exceptional about the child in the story. Some gift or ability that their student with a similar disability does not posess. This leads the educators, therapists and parents to believe that their student, client or child can't possibly achieve the literacy, communication, self-regulation or other skill examined in the story.<br />
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The problem is that the comparison being drawn is often between a child who has had specfic intervention and a child who has not. This is like comparing a "before" makeover picture of one person with the "after" makeover picture of another. The girl with Rett Syndrome, while wonderful and smart, did not suddenly begin reading because she has something others with Rett Syndrome don't have. She learned to read because of a concerted long term effort by her TEAM. This included not only excellent instruction by a multi-disclinary TEAM but also faith that even if we never got to independent reading with comprehension our efforts were worth it. The boy with CP and other disabilities who writes stories (usually about superheros) with his PODD communication book isn't an exception he is simply a child who's family decided to focus on what he can do, to set high expectations and to hire homebased TEAM members to teach him the communication and literacy skill he needs to learn at grade level in school. The teenager who finally got a communication system at 13 and learned to use it to help regulate her anxiety and behavior doesn't have the genetic mutation that leads to a less challenging form of her diagnosis, there is nothing that makes what she can do somehow singular or or "higher functioning". The reason she has those skills is a year of intensive three to five hours a week of specific intervention to teach her how to do those things with family follow through at home.<br />
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All of this is to say that when we hear about children similar to our students, clients or own children who are doing things our kids aren't, we shouldn't assume that our kids will never get there... Or that the other child possess something ours doesn't. We should realize they just aren't there YET!</div>
<div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com0tag:blogger.com,1999:blog-6798368475920876945.post-76006922852847800582015-05-30T21:54:00.001-04:002015-05-30T21:56:11.850-04:00Video Modeling for AAC<a href="http://2.bp.blogspot.com/-Wz6O85-gvI4/VWpn0az-TEI/AAAAAAAAqmk/tzppMQT37ZE/s1600/Capturekliopu.PNG" imageanchor="1" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" height="198" src="http://2.bp.blogspot.com/-Wz6O85-gvI4/VWpn0az-TEI/AAAAAAAAqmk/tzppMQT37ZE/s320/Capturekliopu.PNG" width="320" /></a>Video Modeling is an evidence based practice in special education. Entire new companies have <br />
popped up claiming their way of doing it is magical even! However, it doesn't take much to do effective video modeling for any skill, including Augmentative and Alternative Communication. Essentially all you need is the child's communication system or a duplicate of it and a way to record video - which can be your phone, a tablet or a camera.<br />
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The purpose of video modeling is to create a video representation of a skill that can be watched and imitated. Video modeling doesn't replace instruction, visual supports or interaction. Instead it reinforces skills taught and, for some learners, can act almost as a video encyclopedia where they can "look up" how to perform a skill. Video modeling in AAC allows students to have additional aided language stimulation outside of instruction or interactions. It can also be a way for the student to review vocabulary they have learned. Video models of AAC can be used instructionally or students can self-select watching them during leisure time. <br />
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There are quite a few resources online to guide the process of selecting what to target for video modeling, creating the video and collecting data on video modeling effectiveness, such as this one from the <a href="http://autismpdc.fpg.unc.edu/sites/autismpdc.fpg.unc.edu/files/imce/documents/VideoModeling_Complete.pdf">National Professional Development Center on Autism Spectrum Disorders</a>. There is also much to be found on <a href="https://scholar.google.com/scholar?q=video+modeling+aac&hl=en&as_sdt=0&as_vis=1&oi=scholart&sa=X&ei=EVtqVfzoI7S1sQT3hIDwBQ&ved=0CBwQgQMwAA">Google Scholar</a> to provide as evidence that video modeling is best practice. <br />
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In general I use a more relaxed approach to video modeling for AAC with the following in mind:<br />
<ul>
<li>When possible<b> involve the student in the making of the video</b> or the selection of the vocabulary or skill to be modeled. This creates "buy in" and many students like to see themselves on the screen. Some of my students who have helped to choose topics for video modeling learn ask to have a video when they are having trouble finding certain vocabulary! </li>
<li>Be sure the video <b>focuses on the skill/vocabulary you want to teach</b>. Plan out ahead of time what you will model. </li>
<li>Make sure the video is <b>engaging and motivating</b>, especially if the student will be encouraged to self-select watching the video. Using puppets, music or other motivating topics can be useful. <br /><table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: right; text-align: right;"><tbody>
<tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-2wvcVfde1Pc/VWpjBLvSVgI/AAAAAAAAqmU/nmS3sSfI3BY/s1600/porkchop%2Bmodeling.PNG" style="clear: right; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="200" src="http://1.bp.blogspot.com/-2wvcVfde1Pc/VWpjBLvSVgI/AAAAAAAAqmU/nmS3sSfI3BY/s200/porkchop%2Bmodeling.PNG" width="143" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Porkchop the Pig Puppet Modeling AAC</td></tr>
</tbody></table>
</li>
<li><b>Keep the videos short</b>. Under a minute is usually good, but under 3 minutes for sure! </li>
<li><b>Create an easy way to select and access the videos</b> for parents, aides or the student him or herself. This can be using an app like <a href="https://itunes.apple.com/us/app/pictello/id397858008?mt=8">Pictello</a>, <a href="https://itunes.apple.com/us/app/gotalk-now/id454176457?mt=8">Go Talk Now</a>, <a href="https://itunes.apple.com/us/app/niki-play/id803959942?mt=8">Niki Play</a> or <a href="http://wordtoob.com/">Word Toob </a>on an iPad or similar apps on other tablets. It can also simply be uploading the videos to YouTube, creating a playlist and bookmarking or copying a shortcut to the desktop. </li>
<li>Consider creating playlists where the <b>video models are a "commercial break"</b> between preferred other videos. The <a href="https://itunes.apple.com/ml/app/therad-for-autism/id422798124?mt=8">Therad</a> app allows for this to be done on the iPad but it can also be done using YouTube or any other means of creating a playlist. This is especially effective for kids who are "video junkies!</li>
<li>If you happen to catch good samples of effective communication by the student or aided language stimulation on video during sessions you can add these to the playlists as well. </li>
</ul>
Sample Video Models <br />
Video model of how to say stop.<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/i6DaK0_EIeo?list=PL04BQydTnT-gH-iekfbxNUmbpNCfisPm3" width="560"></iframe> <br />
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Video Model of Drink with a Puppet<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/gpsR1ABt-pk" width="560"></iframe><br />
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This video shows a model of how to find the word "parade" after the student asked for it. <iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/sg9MAeoK-j4" width="420"></iframe> <br />
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Here is a video of a student who got herself into a situation where she
needed help. (She insisted I make the video before I helped her! Just
so you think I didn't leave her stranded!) <iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/RVDlJS_62R0" width="420"></iframe> <br />
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Video Model Sample from Other People<br />
Asking for More While Shredding<br />
<iframe allowfullscreen="" frameborder="0" height="315" src="https://www.youtube.com/embed/YkPcAikP_UY" width="560"></iframe><br />
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<br /><div class="blogger-post-footer">Join us on Facebook at https://www.facebook.com/pages/Teaching-Learners-with-Multiple-Needs/179671874000.</div>Katehttp://www.blogger.com/profile/05513289226118469583noreply@blogger.com1tag:blogger.com,1999:blog-6798368475920876945.post-28206032080312612152015-05-26T22:01:00.001-04:002015-05-27T00:50:24.139-04:00What I Wish I Knew at 22<br>
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Congratulations new special needs teachers! Here are somethings I would tell myself, the young teacher, at 22, if I could (and if I thought I would listen - because I doubt I would have).</div>
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<ul>
<li><div id="irc_mimg">
<a data-ved="0CAcQjRw" href="http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0CAcQjRw&url=http%3A%2F%2Fsbglbf.blogspot.com%2F&ei=OCVlVYT8EpO1sQTf_YLoDg&bvm=bv.93990622,d.cWc&psig=AFQjCNFuM8sWrBAXhdFPt5D7m7Z6XY8i7Q&ust=1432778398636122" id="irc_mil" style="border: 0px none; clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img src="http://aimthemoon.files.wordpress.com/2011/03/660.jpg" height="200" id="irc_mi" style="margin-top: 0px;" width="199"></a></div>
All you can do is your best, and you need to do it every day.<div class="irc_mutc">
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</li>
</ul>
<ul>
<li>What you have now is passion, what you will have in 15 years is experience, if you want to make it through the journey from one to the other then you need to take care of yourself, keep learning and make it about the kids. </li>
</ul>
<ul>
<li>Do the next right thing. That is how you will be able to sleep at night when push comes to shove. </li>
</ul>
<ul>
<li>It is doubtful you will ever really write another lesson plan, task analysis or paper but you will write evaluations, IEPs and progress notes. If you can't learn to love them at least learn how to get through them and do them well. A moment of great pride will be when someone tells you that you "really captured the child" in an evaluation, strive for that, see these items as ways to celebrate the gifts of each child. (Remember there is a chance people will be cutting and pasting from your work until this child is 21 - make it something worth cutting and pasting!)</li>
</ul>
<ul>
<li>Don't cut and paste the narrative parts of any evaluation or IEP. The child deserves your full attention for that part. If you are going to cut and paste anything else be sure you don't forget to change the gender, name, etc. You may know that the statement about, say, the reason the child requires a special vehicle, is the same from IEP to IEP but the parents don't. </li>
</ul>
<ul>
<li>It absolutely is possible to frame everything you need to put in a report or IEP in a positive manner. "Jane is a wheelchair user who depends on others for propulsion" is a better choice than "Jane is unable to walk or push her own wheelchair". Take the time to find the positive.</li>
</ul>
<a href="http://www.gocurrycracker.com/wp-content/uploads/2015/03/pitofdespair.jpg" style="clear: right; float: right; margin-bottom: 1em; margin-left: 1em;"><img border="0" src="http://www.gocurrycracker.com/wp-content/uploads/2015/03/pitofdespair.jpg" height="174" id="irc_mi" style="margin-top: 95px;" width="320"></a><ul><li><span style="font-family: 'Helvetica Neue Light', HelveticaNeue-Light, helvetica, arial, sans-serif;">When it comes to Velcro designate a pair of scissors, "Velcro only" and remember "Soft Stays, Rough Rides" or "Hard on the Card" (the fuzzy/loop part goes on the wall/board/book and the hook part goes on the thing you will be removing and replacing). Trust me this is good advice and will save many headaches! Also "Soft Stays" means you can use felt or Veltex or your sweater or a cubicle wall to stick your cards/items/misc too. </span></li></ul><ul><li>You are paid in stories, you are the one who gets to decide what kind of stories they will be. </li>
</ul>
<ul>
<li>Teachers' rooms can be pits of despair (yes, like in the Princess Bride) avoid them if the crowd who is there when you are is negative or complains a lot. Try to surround yourself with people who love being a teacher. </li>
</ul>
<ul>
<li>School picture day might be a bit of a hassle for you, but for parents it is a view of who their child is at school. Take time to ask if parents want glasses or a bandana on or off, wheelchairs under a drape or not or a clean shirt put on. It matters. Then do whatever it takes to coax a smile and charm the photographer into taking a few more shots if needed. </li>
</ul>
<ul>
<li>Don't terrify parents about whatever the next transition is (be it from EI to pre-school or to adult services), that doesn't help anyone, instead help them know what to look for to know things are going well. </li>
</ul>
<ul>
<li>Parents need to have the information you have about learning, communication, socialization and more. Try to find a way to share it with them. Your 30 hours a week for 44 weeks of a school year pales in comparison to their time to teach their child. Help them be their child's best teacher. </li>
</ul>
<ul><a class="rg_l" href="http://www.google.com/imgres?imgurl=http://troll.me/images/dwight-schrute/you-can-catch-more-flies-with-honey-than-with-vinegar-well-actually-a-study-showed-that-the-vinegar-gets-more.jpg&imgrefurl=http://mdotmindondisplay.blogspot.com/2011/11/walking-and-talking-cliches-living.html&h=380&w=551&tbnid=j-4PTI-5U3tdYM:&zoom=1&docid=3jveRG5GGu111M&ei=ViBlVcnsErOCsQSFrYOADA&tbm=isch&ved=0CCcQMygLMAs" style="clear: right; float: right; height: 186px; left: 0px; margin-bottom: 1em; margin-left: 1em; width: 266px;"><img alt="Image result for flies with honey" class="rg_i" data-sz="f" name="j-4PTI-5U3tdYM:" 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" 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<span class="rg_ilmn"> </span></div>
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</a>
<li>As my grandfather would have said, "You catch more flies with honey than you do with vinegar -- but if you really want to catch those flies consider a little BS." (I'm still terrible at it but learning to "play the game" is a valuable skill. It might feel like you are being manipulative but it is really being strategic. It's a fine line.)</li>
</ul>
<ul>
<li>You will have bad days, you will go home crying, you will find yourself worrying about work. That means you care. Find ways to get through those days that reinforce your passion. </li>
</ul>
<ul>
<li>Enjoy teaching, seriously, have fun. </li>
</ul>
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