Apresentação Sobre A CAA
Apresentação Sobre A CAA
Lydia MacKay, M A , C C C -
SLP Sarah Aguilar, MS,
C C C -SLP
Disclosure
Lydia MacKay has no relevant financial relationships to
disclose. She does have a relevant nonfinancial
relationship, as she is a L A M P Certified Professional
through the Center for A A C & A utism.
https://www.youtube.com/watch?v
=OZ9_gxgEkMs&ab_channel=TheA
ACCoach
O Muharib, R. & Alzrayer, N.M. Rev J Autism Dev Disord (2017). The Use of High-Tech Speech-
Generating Devices as an Evidence-Based Practice for Children with Autism Spectrum
Disorders: A Meta-analysis Review Journal of Autism & Developmental Disorders
https://doi.org/10.1007/s40489-017-0122-4
O Esch, B. E., LaLonde, K. B., & Esch, J. W. (2010). Speech and language assessment: A verbal
behavior analysis. The Journal of Speech and Language Pathology – Applied Behavior
Analysis, 5(2), 166-191.
Research on Aided Language
Senner, Jill E., & Baud, Mattthew R. (2017) The Use of an Eight-Step Instructional Model to Train School
Staff in Partner-Augmented Input. Communication Disorders Quarterly, Vol. 38 (2), 89-95.
An eight step model for training classroom teachers and staff resulted in increased modeling on
speech generating devices from pre- and post-test following one two hour
training and then live modeling to staff during self-contained classroom activities.
Thiemann-Bourque, K., Feldmiller, S., Hoffman, L., & Johner, S. (2018). Incorporating a
peer-mediated approach to speech-generating device intervention: Effects on communication of
Preschoolers With Autism Spectrum Disorder. Journal of Speech, Language, and Hearing
Research,
Vol. 61 • 2045–2061
What are
Complex Communication Needs?
O Escape
O Attention/connection
O Ac cess to tangibles
O Sensory/Automatic
We know we can’t accomplish teaching
communication for a variety of purposes
only using specific nouns
juice
TV
goldfish
PROTEST/REFUSAL REQUEST
stop Stop it. students. Each of these words c a n be found find Find it.
COMMENT/DESCRIBE on the 84 loc ation LAMP Words for Life finished I am finished.
get Get me.
Sample Board. Go there.
Phrases go
have Have it?
(Modeling
Function When it Communicative Function hear Hear it?
)
big It is big. in Get in.
of to Target
little He is little. make Make me.
Behavior Happens
fast That is fast. mine That is mine.
slow Go slow. When a task more Do it more.
good Good work. or activity is new New one.
PROTEST/REFUSAL
bad Not bad. Escape too easy, too off Get off.
new That is new. hard, too on Get on.
like I like it. scary, or non- out Get out.
ATTENTION
preferred play Want to play?
Sample put Put it on.
Phrases When a
ATTENTIO read Read to me.
(Modeling) Attention student
N HELP ride Ride fast.
look Look at me. desires social
COMMENT/DESCRIBE sit Sit down.
come Come here. interaction
sleep Go to sleep.
you I need you. Access to When a Have some?
REQUEST some
talk Talk to me. student wants Do not talk.
COMMENT/DESCRIB talk
sit Sit down. Tangible an item or Want that.
E that
watch Watch me! s activity there Put it there.
HELP turn Turn it up/down.
- Communication goal: ??
Other ways to give access to words that provide means to
communicate for a variety of purposes (direct select)
Modeling
O Use all of the above to
model
throughout the day;
swimming swimming
swimming
swimming
swimming
AAC Stories: Stim/play on device
Ketchup mustard ketchup
salt salt salt pepper pepper
salt pepper salt pepper salt
pepper
music
You!
More music
you
AAC Stories
Moral of the
stories Keep
Modeling!
Ensinar NÃO!!!
(Pequenos "nãos"; desmarcado
virar em BIG nãos, eventualmente
um desses nãos é eficaz)
Tech Talk 8
(Direct
Select)
Teach HELP!
Look!
O And
LOOK!
O And COME HERE!
O And I NEED a More music
BRE AK! you more
O And NOT THAT!
help
O Engajamento do Ensino é mais poderoso
do que o ensino da Conformidade.
Quando você força a
conformidade, você está
encerrando as oportunidades
de comunicação
http://www.sightwords.com/2015/03/literacy-learning-for-aac-users/
http://www.wrightslaw.com/blog/child-is-disrupting-my-class-what-can-i-do/
http://www.amazingkids.org/the-childrens-institute-blog/page/3/
Communication > Compliance
Visual supports /= Communication or Communication
Supports
AAC Stories: Comprando a programação
Observar a
interação do
aluno com o
horário levou
a uma melhor
comunicação
n intervenção.
AAC Stories:
Allowed student to
pick the activity.
Student always
left one activity
for last: Recess.
Worked on short
visit to tree,
retrieve toy
animal, then
return.
AAC Stories: Not
that!
Not yet!
OK.
Five
Not
Yets...
The problem with pounding a square peg into a round
whole isn’t that the hammering is hard work, it’s that
you’re destroying the peg.
-Paul Collins (Not Even
Wrong)
Troubleshooting common concerns
O They don’t “get it”
O They’re just playing
O Saying the same word over and over and over and
over
O What would you do if this individual was a verbal
communicator?
Com acesso ao AAC (por exemplo, placa principal, dispositivo AAC), o aluno se
comunicará para 4 funções além de solicitar objetos/ações (por exemplo,
protestar/recusar, comentar, chamar a atenção, solicitar assistência) em uma
sessão de 20 a 30 minutos em pelo menos 4 pontos de dados.
Recurrence/continue
adapted from 2012 Speak for Yourself LLC , Building Language: Where Do I Start?
I love hugs Name:
Special nouns (people, foods, places)
Recurrence/continue
Mom, dad, sibling
Love, Mom, names, pet names,
dad, come, More, (do more,
do it more , some character names/TV
more, get more,
more down, more
play, play more)
Good, bad, yes, no, Get, get me, down, play, eat, Stop! No, no
like, (like it, like that) drink, fast, slow, up, on, off, like, no eat, no
want that, get that, get up! go, not you! Not
that!
adapted from 2012 Speak for Yourself LLC , Building Language: Where Do I Start?
Tools for AAC
Trainings
• Start with the sheet, Building Language: Where Do I Start? (from Speak for Yourself).
Fill out the sheet with families and staff to see how the child is communicating, and
brainstorm
about what next steps/words could be modeled in a routine. You can also use it with
families and staff to track new words the child is using!
• How to Model: I use these anchor chart scripts(after the Building Language Sheet). These
can be a starting “Script” to begin teaching communication during school or home routines.
You can say the sample phrases, or use your own. this is not prescriptive! This is merely a
guide so you can think about how to model. If you use AAC, the individual will, too!
• I made these materials with Nuvoice Pass, Chat Editor and Powerpoint. Click the link to
download tools on a PC only (or M ac that can use Windows OS). You can also use the
snipping tool to snip, copy and paste using a low tech page or board if you use a Mac.
Download PRC software to practice and write materials with
symbols Download TouchChat software to edit and make
materials
AAC Anchor Chart Routine: Pretend play,
Materials: TouchChat
animals, dolls, action figures, or play structure
Let’s Model: (words): get, in , on, out, more, it,
Get out!
It stopped.
Slow, slow……..fast!
It stopped
Slow, slow……...FAST!
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References
O L A M P Approach Research
O Neno, C., Ellawadi, A., Cargill, L., Lyle, S. & David, A. (2016). Vocabulary Development
in School-Age Augmentative and Alternative Communication (AAC) Users. Poster
presented at the American Speech-Language Hearing Association Annual
Conference, Philadelphia, PA.
O Summary: Researchers collaborated to design and study the effects of a fully
immersive Language Acquisition through Motor Planning (LAMP)-based classroom.
Eight participants were in kindergarten and first grade and spent two hours in a
classroom co- taught by three speech-language pathologists and a special educator.
The classroom focused on instruction of a set of core vocabulary words instructed
across a variety of sensory and scientific/discovery activities. The immersive portion
of this classroom took place in large-scale language around a SMARTBoard
projecting the Words for Life language program that an adult would model the
sequences of the vocabulary being used by the teacher.
O The findings of this study indicated an upward trend in total use and duration of use
of the devices, total number of words used and the frequency of different words
used. The most significant data trend (compared to control classrooms) is that the
greatest language use was shown after the program had ended indicating that this
8-week intensive program "set the stage" for further language growth.
Research & Summaries Courtesy of the Center for A A C & Autism
References
Zangari, C. (2013) 3 Responses to Programs that Make Kids “Prove Worthiness” Prior to
Providing Access to AAC. Retrieved from
http://praacticalaac.org/praactical/3-responses-to-programs-that-make-kids-prove-
worthiness-prior-to-providing-access-to-aac/.