During the pandemic I did a lot of walking in my neighborhood. What else was there to do?
Every time I walked by this one house on the corner there was such a beautiful fragrance in the air. One day the owner was outside and I asked him about it. He said his wife was magical with plants and had all sorts of jasmine growing in the back yard. 🌱🌱🌱
So I of course decided I needed some. I went to Lowe’s and bought a nice little jasmine shrub and Brad helped me plant it.
I watered it and waited for the flowers and the fragrance.
No flowers. No fragrance. And actually very little growth.
I kept watering and checking…watering and checking.
Nothing. But it did stay alive, it just basically looked the same.
A year went by.
I thought maybe I’m doing something wrong? Maybe I don’t have the right touch?
Almost another whole year goes by but at the end of March, I look and the plant has tripled in size with tons of shiny green leaves. 🌱🌱🌱😊
And now after 22 months my jasmine plant is flowering. 🎉🎉🎉
Lots of little star shaped blooms and they smell heavenly.
I feel like there’s an analogy here between this jasmine plant and working with AAC.
A student gets an AAC device and we expect greatness. But nothing happens.
What we forget is that things are happening beneath the surface!
Things that we can’t see and sometimes don’t understand.
Your student might be busy growing receptively or having a physical growth spurt.
The expressive piece, or the output, WILL happen but usually not on our timeline.
So while you are nurturing and giving him access would you like some extra tools to help?
I’ve got you covered.
Click here to download your free core word activity
This is for you if you want to build your confidence and begin the journey to empowered AAC modeling but need a few additional strategies, tips and tools. All you need to do is add bubbles!
iPad’s Guided Access feature for an Augmentative Alternative Communication (AAC) user is an important option. Guided Access limits an iPad to a single app and lets you control which features are available. If you have a young AAC user, most likely you will want him to only use the iPad as a communication device.
Especially when he’s first learning how to use AAC.
I can’t tell you how many times school staff or parents have let a student use the iPad to play games or watch movies only to have the iPad become associated with only those activities. Then it no longer gets used for communication.
We definitely don’t want that to happen. Much better to have a separate iPad for recreation and keep the other one as a dedicated communication device.
Another reason to use it is so a student doesn’t accidentally go into the app menu or vocabulary and delete items.
Of course none of this applies for an older AAC user that is capable of editing and adding words. They can use their device however they want too.
In this video I’ll show you how to use guided access with your students when you’re using an Augmentative Alternative Communication (AAC) app on an iPad.
As a speech language pathologist (SLP) working with students, you’ll find some of your students will know their way around an iPad. A student might decide he doesn’t want to be in the AAC app any more so he clicks out of it to go exploring. Maybe he’d rather play a game or use the camera app. It’s easy to limit this access using settings that are available on iPads.
I’ll walk you through the steps to set this up on your iPad including using a passcode to limit access to different apps and functions in apps on the iPad. Remember, this isn’t being mean or controlling. It’s all about helping your student be successful with his AAC device. He can use a different iPad to access games and other activities.
Click on the image below to access the video.
Would you rather have a written guide on how to use Guided Access?
You’re in luck, I’ve created one for you here. Just click herefor your Guided Access for AAC guide.
You know I’m always on the look-out for time-savers and tips to share with you.
Because lets’ face it, we SLPs squeeze a lot into one little work day.
I mean… just the paperwork alone. Data, billing and IEPS are always gonna be there.
But what if I tell you I found a way to take the headache out of present levels, progress monitoring, and daily data?
You can streamline it all with SLP Toolkit.
This web-based app is the brain child of my two friends Sarah and Lisa.
A few years ago, they were both working as school based SLPs right here in Phoenix and thought “there has to be a better way. What if…” And SLP Toolkit was born.
Every successful journey begins with the right set of tools.
SLP Toolkit is a fantastic tool.
Seriously! The whole progress report process is now so smooth and stress free for me compared to my old way of doing things. I love having a goal bank at my fingertips and the present level assessments are so quick and handy.
With their new digital data collection feature, you can easily
Write notes about what to work on next time
Cut and paste your data from SLP Toolkit into your Medicaid Billing (GENIUS)
And I’m not the only one who loves it. Listen to what others think:
“Never have I found another tool/resource designed specifically for my career/field that is so inclusive of everything under the sun I might need. Typically you find resources where only a small percentage actually relates to the field of speech-language pathology, but this one is exactly for my field. You girls have thought of everything and I cannot thank you enough for putting this tool together! I have other colleagues that wish they had something like this for their discipline and are very jealous! This resource is worth every penny. Thank you, again!” – Kelynne P.
“With the craziness of this year, it is incredibly helpful to have everything in one place. We’ve had school shut down rapidly due to increasing COVID cases, and it is nice to know that I have everything I need in one place and don’t have to lug paper files back and forth to school. It also made scheduling, progress reports, and billing A LOT easier. Thank you!!! ” – Bridget S.
Happy Disclaimer: If you happen to purchase anything I recommend in this or any of mycommunications, it’s likely I’ll receive some kind of affiliate compensation. But you know, I only recommend things that I truly believe in and have personally experienced. If you ever have an issue with anything I recommend, please let me know. My goal is to help you succeed. — Anne
I’ve shared before that we must view our young AAC users as a whole. As SLPs we need to consider each student’s home environment, their culture and all those times at school when we aren’t around to watch and model AAC for them. AAC use needs to occur everywhere, if the child is going to be successful with it.
Which means supporting and working with parents of emerging AAC users. It also means working with colleagues to support students and creating a team environment. As SLPs there is a lot we can do in this space. Including understanding the parents, helping them overcome barriers to access and seeking their input into plans.
Barriers families face
I work in a Title 1 school in the US and the families I work with often face barriers to getting access to AAC for their child.
Families, particularly those from diverse backgrounds are often not aware of their right to speak out and ask for things for their children. Or they don’t feel comfortable doing it.
That is if they know. For many of the families I work with, they are new to this country and don’t realize AAC devices even exist or that services are available. There is often not a translator to help them ask.
If they do know to ask, in many states there is a lot of red tape and phone calls around accessing the support. Adding this on to stresses that families are already facing can just be too much.
As SLPs we can advocate for the family and influence what device they get. We also need to keep advocating after that first device. We can make sure the student’s AAC changes with them as they grow. The child may have gotten a Big Mac and now has more capability. We need to make sure they have access to that. We can also advocate when devices get old or break. It’s so important to keep that connection with the parents and advocate for them.
If the student needs AAC to access education then it is the school’s job to provide it. We can make parents aware of this.
Involving parents (and colleagues)
Your student is not going to get the best outcomes if we don’t involve parents and our colleagues in supporting the students. I get a lot of questions about how to do this. It isn’t always easy but it is possible by:
Building connections. As SLPs it’s our job to talk to the teacher and connect. If you’re doing an AAC evaluation then try to include everyone on the team. Give whoever is going to work with the child an opportunity to provide input and feel like they’re part of the whole process.
Keep lines of communication open at all times. Ask the teacher what are their goals for the student, what is in their IEP and how you can you help them to reach these goals. Asking where the communication breakdowns are right now is a great place to start.
Don’t make assumptions with parents. It’s important we don’t lead with our egos. Seek first to understand which may mean backing up a bit and slowing down. Just know it’s going to be a process. It isn’t going to be an overnight change. It takes years and years of building and growing. Making sure to involve everyone where you can.
Tell success stories. Have examples to share with colleagues and parents. You have to share these stories and get people excited and to see the possibilities. We want them to see what could happen.
Accept people will make assumptions about you. When you go into a community for the first time, people will make assumptions about you and this is ok. Don’t think you can change those assumptions immediately. Hang in there and keep talking to people. Attend everything you’re invited to.
Listen. I’m never the loudest person in the room, I’m more a person who watches. I don’t go in thinking I know everything. I let people show me who they are and have respect when learning about a different culture. I want my highest spirit to meet their highest spirit.
No professional jargon. Be really aware of not using professional jargon when working with families. Use parent friendly language and then introduce what the different terms we use all the time mean. This then helps them navigate the system without you.
Include the family. A key question is to ask parents is “what would you like your child to communicate?” You can also program family names into devices.
Promoting Culturally Responsive Therapy
I want the children I work with to embrace their communities and I want to encourage other SLPs to do this too. To facilitate this I do the following:
Parent Groups. I’ve been facilitating these once a month via Zoom. They’ve been such great groups. I include parents and teachers and we talk about things like AAC and the importance of modeling as well as providing an opportunity for questions and answers. The parents have gotten to connect with each other which is so important.
Free Facebook Group. I’ve got a free Facebook Group for speech therapists, speech therapist assistants, teachers and instructional assistants who work with children who use and/or need Augmentative Alternative Communication (AAC). This is a space to ask questions without judgement and to connect with others. You can request to join here: https://www.facebook.com/groups/theAACconnection.
Speaking at conventions. I often speak at local and national conventions. Baslcally any opportunity where I get to share the message about AAC and culturally responsive therapy.
There is so much we can do to support our families and colleagues and I love seeing parents sharing their culture with their children.
One of my strongest beliefs is that all children with complex communication needs should have access to support regardless of their background. As SLPs we have an important role to play in ensuring this.
But I know it can feel intimidating at first. Particularly if you’re also navigating AAC for the first time. I recently did an interview with Tamara Anderson from Building Successful Lives on this topic. You can find the interview here:https://www.youtube.com/watch?v=zeVMsp3xv-4
If video isn’t your thing, I’ve summarised why this is important to me and ways to support your students.
Why is getting AAC to all children who need it important?
It’s not just Alternative!
AAC has two AAs. But we focus on the alternative rather than the augmentative. It’s supporting the child with what they already have. If the child has very limited verbal speech then using AAC can be a bridge to developing bigger language skills.
It can also provide an alternative way for the child to communicate when they’re having a communication breakdown or when they’re really tired. I often see students with autism who under times of great stress or during times of sensory overload find visual communication easier than using verbal speech.
It’s important not to wait. We want to get AAC into a kid’s hands as soon as we think they need it. They can start building those important language skills straight away so they’re not behind.
Advocating for and creating diverse materials for AAC users with complex communication needs
There is so much you can do as an SLP in advocating for and creating diverse materials.
1.View the child as a whole. The first place I like to start is by creating a climate and environment where we’re viewing each child as a whole. This means not just looking at his disability or where he needs help with communication. It also means what environments are they communicating in at school and at home. This is going to be a way for them to communicate wherever they are, so thinking about that is a great place to start.
2.Include language spoken at home. We used to think that it was confusing for the child if they were using multiple languages. Studies have now shown this isn’t the case. Children with complex communication needs can be bilingual or even multilingual. This ties back into viewing the child as a whole. We don’t want to alienate parents from children. We want children to embrace their home life and culture.
Don’t just think about the language but also the different phrases they might use at home. There is a lot to think about. Words don’t always translate directly. You might find it difficult to find a translator if the language used at home isn’t a common language in your community. But I promise your efforts will be rewarded.
3.Appropriate icons and symbols. Can your children see themselves reflected in their apps and core boards? The skin tone of the symbols can play a part in this. In the last year some of the big AAC companies (Touchchat and Proloquo2go) are making it so much easier for us as SLPs to adjust the symbols in one step. Others are coming on board so keep an eye on the website of the apps your students are using.
4.What voice are you using? If you are using computer generated voices can you choose one to sound as much like the student would sound if they could speak? Acapela Group is doing wonderful work to create more diverse voices.
Increasing the language and literacy of AAC users
As well as the bigger picture activities listed above there are simpler actions we can take to increase the language and literacy of AAC users:
· Modelling. I talk a lot about the importance of modelling. That is we as the communication partner use the communication device as well. Even if you only have a core vocabulary board you can point too.
· Incorporating words. Your student may not be able to read, but they can often recognise words. If you’re doing a visual schedule you can still add words as the student can recognise what words are. They can have letter awareness.
We can also encourage playing with letters. This could be through playing with magnet letters or using a keyboard.
· Give them the gift of story. We all have wonderful stories to share and giving students the gift of story is one of my favourite things to do. To start, have some active engagement in books. Get creative and make it fun. If children have been read to in a boring way when they see a book come out they think it’s time to go to sleep.
See if you can figure out how to make it fun and exciting. I like using puppets, the Tarheel Reader site, and interactive books with velcro pieces. It’s all about not being boring. Children understand the power of stories.
Just like with any kid we want to find a book that the child is interested in. For example, If a child likes cars then find a book on cars.
If you’ve enjoyed this blog post and are looking for ways to build on your knowledge then some great ways to do this are:
Reach out to other SLPs in your region or even on social media. On Instagram search on the hashtag #AAC. There are amazing SLPs on Instagram sharing all about AAC.
You can get so hung up on AAC and how complex it is. But at the end of the day… it’s just language and we know what language is. Look at the child and see where they are in their communication skills. All kids are communicating even if not verbal. Figure out what the next step is. Where do you want them to get?
Work out how the device works – google the devices – there are lots of videos out there. Reach out to other SLPs if you get stuck.
If a student needs a device and they don’t have one, do you have an AAC specialist in your district and what is the policy? Start doing the research. We don’t want our students to miss out.
It may all seem very daunting but it’s the best feeling when you can give a voice to a student and a family.
AAC core boards combine pictures and words of core vocabulary to support communication. Core vocabulary is vocabulary that is commonly used such as “You”, “I”, “Get”, “Do” and “Where”. Core vocabulary refers a small number of words that make up >70-90% of what we say on a daily basis. While many of the AAC apps have core words built in, there are also low tech options that can be printed out and glued to poster board.
In using core boards we point to the words while we’re talking. We say things like “want more?” “you like it”. They are wonderful tools formodeling.
We’re giving each child a visual that they can see and eventually point to. The words will always be in the same place (so they don’t have to search for them). The visual cue helps the student identify the word and by combining the visual with a written word, we can start to increase a student’s literacy as well.
Tips for using core boards
Do it consistently. Use the core board every day. The vocabulary on the core board is intentionally selected as words that your child will use regularly. By focusing on these words we are teaching a functional vocabulary. Your child can use these words all day, everyday, everywhere: from classroom to playground to cafeteria to home.
Start by modelling them. At first don’t expect your child to point to words, it’s enough for you to model them, so they can hear and see them. Be patient.
Use it for more than requesting. We often start with “I want” as there is a lot of motivation for students to ask that question. But we don’t want that to be the only thing they learn. Start modelling other phrases such as “I like” or “I go” to encourage communication.
Do fun activities. Think of ways that you can use the core board for fun activities.
In being helpful, don’t forget to model. Sometimes we’re so busy being helpful we miss great modeling opportunities. If a student is asking you for help with something, rather than simply helping them, whip out the core board and model the word help without demanding an immediate response.
Use expectant pauses. Are you letting your student say what they want to say and leaving expectant pauses? Or are you trying to make your student say what you want him to say. Make sure you give your student time to think and answer.
Model mistakes. We need to model making mistakes and how to repair them too. Just like learning to walk, it’s okay to stumble and fall. As long as you keep going.
To start or build on using core boards, I’ve put together a document setting out where you can download free core boards to get you started. Clickhere to download your copy.