1. 1 Using Your Speech Generating Device (SGD) -…Success Through Aided Language

2. 2 Learning Language Typically developing children hear words before they can talk and learn to say words as they develop Children who are unable to speak functionally hear the same verbal models but are unable to produce speech – augmentative systems that we may use are often symbol and/or word based We need to model the USE of the symbols and SHOW them how to communicate using the symbols – we do this by using Aided Language (AL) or Aided Language Stimulation (ALS or ALgS)

3. 3 What is Aided Language? Overview of ALS and video examples – One Kids Place http://www.youtube.com/watch?v=vUY6oQoSTXw Here are some good resources! https://m.youtube.com/watch?feature=youtu.be&v= flFNMky22-U https://nebula.wsimg.com/b517adb4caae4c58c2387 b23f006fccd?AccessKeyId=C560C0FBF75581C5898 2&disposition=0&alloworigin=1

4. 4 Aided Language made simple… The communication partner models language using the symbols on the child’s device/display at a slow enough rate for the child to observe vocabulary selection This happens as the communication partner is speaking and interacting with the child It takes PRACTICE!

5. 5 Why is Aided Language Important? Typically developing children have 100’s or even 1000’s of verbal models for words that they learn to say, understand and use correctly Children using a Speech Generating Device (SGD) do not have these naturally occurring models in their environment – so we need to create this situation for them Most children need to see symbols modeled many times before they can be used independently!

6. 6 ALS Assumes…... …AAC users learn language the same way typical children use language – through natural interaction in a language immersion environment. …modeling is done using an AAC system that has enough generative language vocabulary to be able to say what you want to say, when you want to say it. Samuel Sennott, Linda Burkhart, Caroline Ramsey Musselwhite and Joanne Cafiero Aided Language Stimulation: Research to Practice ATIA Orlando, January 2010

7. 7 ALgS Assumes...… …you are Modeling Language in Natural Contexts – All the Time – Language is Not an Activity …you are not just/or only Performing a Script – Communication Is Messy! Samuel Sennott, Linda Burkhart, Caroline Ramsey Musselwhite and Joanne Cafiero Aided Language Stimulation: Research to Practice ATIA Orlando, January 2010

8. 8 What are you Modeling? You are modeling: more than – “this symbol means this” how the symbols can be used to say real things in real situations initiation self talk on both light tech and high tech talking to others in front of the child Samuel Sennott, Linda Burkhart, Caroline Ramsey Musselwhite and Joanne Cafiero Aided Language Stimulation: Research to Practice ATIA Orlando, January 2010

9. 9 What are you Modeling? You are modeling: syntax and pragmatics operational and functional use of the system for communication – think of competency! Mistakes and repair strategies Ideas of what to say, when (showing a broad range of functions of communication) Samuel Sennott, Linda Burkhart, Caroline Ramsey Musselwhite and Joanne Cafiero Aided Language Stimulation: Research to Practice ATIA Orlando, January 2010

10. 10 Functions of Communication Augmentative Communication Service, KidsAbility, June 2008

11. 11 Functions of Communication (cont’d) Augmentative Communication Service, KidsAbility, June 2008

12. 12 Developing Habits: Takes Practice! Repetition with intent, purpose and variation! Communication partners have to learn to speak AAC too! Be kind to yourself! - you can learn together! It’s not hard, it just takes practice! Samuel Sennott, Linda Burkhart, Caroline Ramsey Musselwhite and Joanne Cafiero Aided Language Stimulation: Research to Practice ATIA Orlando, January 2010

13. 13 Developing Habits: Takes Practice! (cont’d) Children learn by fitting NEW information together with what they already know An ideal core vocabulary would consist of 50-250 permanently available, appropriate, high frequency words Gail Van Tatenhove, Aided Language Stimulation and the Descriptive Teaching Model

14. 14 Evidence The factor that seems to be most decisive for children’s use of SGD’s is if other people in the environment also use the device Thunberg, Sandberg and Ahlsen, 2009

15. 15 It’s not what you KNOW, it’s what you DO that counts! Samuel Sennott, Linda Burkhart, Caroline Ramsey Musselwhite and Joanne Cafiero Aided Language Stimulation: Research to Practice ATIA Orlando, January 2010

16. 16 Videos From Gail Van Tatenhove: http://www.youtube.com/watch?v=Qyw UaX99-D4 https://www.youtube.com/watch?v=0pV vDqBIQyE

17. 17 Videos continued…… https://www.youtube.com/watch?v=PUl8 kD53NQg&list=PL2JnQglgH3VmvW9FYx qRFW0EmanyWFnpnhttps://www.youtube.com/watch?v=PUl8 kD53NQg&list=PL2JnQglgH3VmvW9FYx qRFW0EmanyWFnpn https://www.youtube.com/watch?v=No7J _XrtAf0&list=PL2JnQglgH3VmvW9FYxq RFW0EmanyWFnpn&index=2https://www.youtube.com/watch?v=No7J _XrtAf0&list=PL2JnQglgH3VmvW9FYxq RFW0EmanyWFnpn&index=2 https://www.youtube.com/watch?v=MS2z luXZALYhttps://www.youtube.com/watch?v=MS2z luXZALY