Supporting the AAC Journey: A Specialist's Perspective
Supporting the AAC Journey
Supporting the AAC Journey
•
Although a child may not be communicating in conventional means,
that does not mean they are not communicating.
•
Be flexible –there are different ways in which signals can be recognizable
•
Our job and collective goal as specialists is to help shape those
communicative behaviors into functional skills that are foundational
to one’s command over the infinite potential of language.
Supporting the AAC Journey
•
We all use > one modality for communicating
•
Think about lifelong transitions from the first day!
•
The skills you’re developing now impact skills available later in life.
•
Ask: How do my efforts to support access, trials and success with AAC impact
a child’s future
•
Have: a vision of where they are going in terms of AAC and language
development.
Supporting the AAC Journey
•
When a system is selected, and/or “shows up” THAT is a starting line
not the finish.
•
Use and promote aided language modeling!
•
Humans don’t just imitate or name objects, but use language to:
•
influence others
•
obtain information
•
give information and
•
engage in conversational give and take.
Supporting the AAC Journey
•
Presuming potential =
•
on the way to developing skill
•
everyone has potential
•
Evaluate Stimulability =
•
skills not yet mastered but achievable with support
•
Work within the Zone of Proximal Development =
•
The ”space between (and including) independence and potential w/ support
Supporting the AAC Journey
•
Decisions on the appropriate type of AAC may need to change as the
user’s abilities, environment, and/or needs change
•
Decisions to change communication software or hardware have a
similar, if not more profound, impact as you being required to change
from iPhone to Android or vice versa.
•
That frustration from Microsoft updates changing how you engage with the
software is likely also present when we change a child’s language system.
Disclaimer
•
This is a product of the Early Childhood Personnel Center (ECPC)
awarded to the University of Connecticut Center for Excellence in
Developmental Disabilities and was made possible by Cooperative
Agreement #H325B170008 which is funded by the U.S. Department
of Education, Office of Special Education Programs. However, those
contents do not necessarily represent the policy of the Department of
Education, and you should not assume endorsement by the Federal
Government.
AAC is meant to allow the person to communicate
Not just label and request items in the environment
Although conventional communication may not be present, recognizing different signals is crucial in shaping functional communicative behaviors. Specialists play a vital role in enhancing language potential through AAC, impacting future language development. Using aided language modeling and fostering potential within the Zone of Proximal Development are key strategies. Flexibility in adapting AAC systems as per user needs is emphasized, akin to transitioning between tech platforms.
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Presentation Transcript
Supporting the AAC Journey Although a child may not be communicating in conventional means, that does not mean they are not communicating. Be flexible there are different ways in which signals can be recognizable Our job and collective goal as specialists is to help shape those communicative behaviors into functional skills that are foundational to one s command over the infinite potential of language.
Supporting the AAC Journey We all use > one modality for communicating Think about lifelong transitions from the first day! The skills you re developing now impact skills available later in life. Ask: How do my efforts to support access, trials and success with AAC impact a child s future Have: a vision of where they are going in terms of AAC and language development.
Supporting the AAC Journey When a system is selected, and/or shows up THAT is a starting line not the finish. Use and promote aided language modeling! Humans don t just imitate or name objects, but use language to: influence others obtain information give information and engage in conversational give and take.
Supporting the AAC Journey Presuming potential = on the way to developing skill everyone has potential Evaluate Stimulability = skills not yet mastered but achievable with support Work within the Zone of Proximal Development = The space between (and including) independence and potential w/ support
Supporting the AAC Journey Decisions on the appropriate type of AAC may need to change as the user s abilities, environment, and/or needs change Decisions to change communication software or hardware have a similar, if not more profound, impact as you being required to change from iPhone to Android or vice versa. That frustration from Microsoft updates changing how you engage with the software is likely also present when we change a child s language system.
Disclaimer This is a product of the Early Childhood Personnel Center (ECPC) awarded to the University of Connecticut Center for Excellence in Developmental Disabilities and was made possible by Cooperative Agreement #H325B170008 which is funded by the U.S. Department of Education, Office of Special Education Programs. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
