…we need to be able to talk about things that are not present.
Speech vs. Language vs. Communication Speech – oral motor act relating to the production of phonemes or articulation of speech sounds. Language – the system of symbols and codes used in communication. Communication – a form of social behavior involving the exchange of information, i.e. a conversation. A distinction must be made between oral and written communication, because each method requires a unique set of skills, outcomes, and use of language.
Communication is based on the use of the individual words of our language. True communication is spontaneous and novel. Therefore, communication systems cannot be based significantly on pre-stored sentences. Communication requires access to a vocabulary of individual words suitable to our needs that are multiple and subject to change. These words must be selected to form the sentences that we wish to say. ASHA Defines Communication as… The following section provides a brief description of some of the terms that are used in augmentative communication. Understanding some of these terms may be helpful as you become involved in your search for an appropriate communication system. Augmentative Communication: A Glossary
S.N.U.G. Spontaneous Novel Utterance Generation S.N.U.G. – leads to communication / language Preprogrammed Sentences – leads to behavior participation in the classroom Meher Banajee – Human Development Center Louisiana State University Medical Center
To integrate AAC systems with the curriculum, we must consider several issues. First, language develops and expands in an orderly fashion. Our devices and systems must allow for this development from the beginning. Typically, children acquire spoken language by progressing from one-word utterances to two-word utterances to simple sentences and so on. Language form, function, and use proceed in a fairly predictable pattern. AAC intervention should begin early, and clinicians should provide support for the way we know language typically develops rather than use devices that generate complete sentences at the onset. Julie Schers and Pamela Hart Wichita State University The ASHA Leader Vol. 7 No. 16 Sept. 10, 2002 From ASHA Leader
Vocabulary Builder Tool for simplifying any Unity program Allows vocabulary to be taught in small, manageable pieces Hides all the rest of the vocabulary without deleting it There are already pre-set vocabulary sets in your device
What is the Vocabulary Builder Tool for simplifying any Unity program Allows vocabulary to be taught in small, manageable pieces Hides all the rest of the vocabulary without deleting it There are already pre-set vocabulary sets in your device
The word get pairs nicely with nouns, pronouns and prepositions for many different communicative functions. Children can say phrases like:get up, get in, get that, get me, get dry, get on get mom, and get silly in many fun activities. Get Lindsey Cargill, M.A., CCC-SLP The Center for AAC and Autism
Get me – chase or tickle games A child who loves to be chased and tickled may very quickly learn to use the 2-word combination get me to initiate rough and tumble play. After catching and tickling your child, continue teaching pronouns by saying I got you while modeling on his/her device. During recess or group play dates, encourage your child to initiate chasing games to get his/her peers. Get mom. Get Sarah. We can use get to access people as well; a child can ask an adult to get mom or get a peer or sibling. The Center for AAC and Autism Lindsey Cargill, M.A., CCC-SLP
Get your books. Get your coat. During classroom routines, model the use of get when directing children to prepare for activities (e.g., get your books, get your coats). Get that. Get it. Get can be a powerful word for a child to use to request items that are out of sight or out of reach. Teach your child to use get it or get that and he or she can direct you to retrieve preferred toys or food items. The Center for AAC and Autism Lindsey Cargill, M.A., CCC-SLP
Get down. Get in. Get out. Get over. Got on. Get off. Get up. Pair get with prepositions during movement play. Try creating an obstacle course in which your child must get down to crawl under a barrier, get in and get out of a tunnel or ball pit, get over a barrel, get on and get off therapy ball and then get up a set of stairs. Let your child direct you or his/her peers when it is their turn to do this activity. Get up is a great phrase to use after sitting on the floor, falling down or pretending to sleep. Tanya Corso One of my amazing AAC kiddos discovered the joys of "get upside down" when he wanted me to flip him over and "get my leg" when he specifically wanted me to tickle his leg. Get upside down. The Center for AAC and Autism Lindsey Cargill, M.A., CCC-SLP
The word get can be used to mean become. Have fun talking about and learning emotions and basic concepts by modeling and prompting phrases like get happy, get tired, get silly or get wet. Get tired. Get silly. Get wet. The Center for AAC and Autism Lindsey Cargill, M.A., CCC-SLP
When playing with blocks or doing a cooking or art activity, plan to not have enough of the supplies. Model we need to get more. Get more. When reading a story, model that the boy or girl needed to get help. Set up situations where help will be needed, then model get help. Get help.
Support in the Device Teach Core Internally Books Core Visual Scenes Vantage-Vanguard PASS 5.06
James Brown – I feel good. Miley Cyrus – I Look at You The Bealtes – Love me do – You know I love you. Britney Spears – You need to know. The Temptations – The way you do the things you do. Toby Keith – I want to talk about me. http://www.inmaninnovations.com/InmanInnovationsTherapyMaterials.php Learning WordPower and Picture WordPower through Music
Rock 'N Roll Therapy: Using Music to Teach Core Vocabulary After 12 months and 12 songs, each of the students showed significant vocabulary and language gains. All students showed overall gains in core vocabulary acquisition, particularly pronouns, prepositions, and helper verb phrases. 3 adolescent students, aged 14 – 17 Gail M. Van Tatenhove http://www.eshow2000.com/asha/2006/handouts/855_1686Van_Tatenhove_Gail_09048 5_092306023943.pdf
Verbs (green) Mr. Action Man Nouns (orange) Old Mother Hubbard Adjectives (blue) Paintbrush Prepositions (purple) Bridge Words Adverbs (light blue)Airplane Interjections (pink) Fireworks Determiners (orange) Mr. Wizard Conjunctions (white) Conjunction Junction Question Words (bright pink)Question Mark Negation (red) Pronoun (yellow)
Gail Van Tatenhove Gail talks about a sentence as a rainbow. If all your words are the same color, you dont have a sentence.
The boy went outside. She walked slowly down the dark street. Yum, it is really delicious. Who is coming with you?
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