In this “Recast” episode of Talking with Tech, we share a remastered episode that was previously aired on the podcast. This episode, Chris Bugaj, Rachel Madel, and Lucas Stuber have a roundtable discussion about the key components of aided language stimulation, i.e. modeling. This means that the the communication partner uses the same communication system as the AAC user to model communication exchanges.
Key ideas this week:
🔑 AAC is a visual language, and we can’t expect an AAC user to understand when and how to use AAC if they can’t watch someone else use it first. As Rachel says, “You want to create an AAC world, and go live in it.”
🔑 Research indicates that aided-language stimulation helps an AAC user to increase the length of their utterances, improve their vocabulary, and increase their use of grammatical endings. Samuel C. Sennott, Janice C. Light, and David McNaughton -102 Research and Practice for Persons with Severe Disabilities 41(2)
🔑 Just like when we talk to babies without expecting them to talk back, we need to provide AAC users with a lot of modeling opportunities without expecting a response. Even if we think an AAC user isn’t listening to us, we should continue to model to them without expectation.
🔑 Descriptive teaching of AAC is a strategy where the communication partner teaches concepts behind context-specific fringe words using high frequency core words. For example, rather than teaching an AAC user about photosynthesis using lots of scientific words, you can use core words to teach the concept (e.g., “The sun goes on the plant and the plant makes food.”)
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Sean Sweeney (Part 1): Experiences of an SLP Jeopardy Contestant
Kim Hurley & Jessica Conrad (Part 2): Involving Stakeholders in the Selection of a Tier 1 AAC System
Kim Hurley & Jessica Conrad (Part 1) - Preparing to Implement the Specific Language System First Approach
Vicki Haddix & Janine Peca (Part 2): A Neuroaffirming Approach to Overstimulation and Sensory Needs
Vicki Haddix & Janine Peca (Part 1): Increasing AAC Skills Through Mentorship
Shelley Anderson: Teaching Core Words with Music
Bilingüe AAC (Part 2): Taking a Bilingual Approach to AAC Implementation
Bilingüe AAC (Part 1): Conducting Bilingual Family-Based AAC Assessments
Ceci Fetterolf: Supporting Core Words with Student-Led Projects
Benjamin Bennett - Implementing the Specific Language System First Approach District-Wide
Laura Taylor: Using PODD to Teach Communication, Language & Literacy
Meredith Gohsman (Part 2): Possible Negative Impacts of ASHA AAC Certification
Meredith Gohsman (Part 1): Evaluating the Effectiveness of AAC Camps
Small Talks VI: Andy Smidt, India Ochs, Lory Chrane, Mark Nichols, and Tali Kellerstein
Jeffrey Ebin - Creating a Free Eye-Tracking Communication Board
Andy Smidt: Writing Effective Goals for Emergent Communicators
Sarah Lockhart: Choosing Motivating Therapy Targets to Maximize Spontaneous Language (Part 2)
Sarah Lockhart: How AAC Supports Greater Spontaneous Language for People with Echolalia (Part 1)
Rebecca - Increasing the Quality of Assistive Technology Support in the Schools
Jeanette Washington & Mai Ling Chan - Creating Effective and Engaging Presentations
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