This week, Chris and Rachel have a coaching call with Nikki Stempien, an SLP in the schools who is looking for help supporting AAC for a student with autism and complex communication needs. This child previously had high-tech AAC but there wasn’t much implementation and the device was abandoned. Her primary form of communication now currently gestures and a basic picture-based system. Nikki is looking for guidance on with how to create buy-in for the high tech AAC device, how to go about selection, how to motivate the student and the family to use the device, and more!
Before the interview, Chris and Rachel discuss attributing ideas that are not our own in presentations, on social media, etc. They discuss why it is so important to give credit to a person when you use a specific idea of theirs. In particular, citing gives people a place to learn more about a topic and spreads good research. They talk about some of the attribution “grey areas”, like sharing ideas that are commonly talked about by a lot of people (e.g. “coaching”) and why that isn’t the same as using a specific idea from a specific person. They discuss how attribution can be more difficult on social media, because people don’t always think about citing sources like they would if they were presenting.
Key ideas this week:
🔑 We can only anticipate so much of what a student wants to say. If we don’t give a system that supports literacy, we don’t give them the tools that support independent, autonomous communication.
🔑 In some cases, approaching a stakeholder who is already working with a low-tech AAC approach (e.g. pictures) and suggesting high-tech AAC can cause some hesitancy. Adopting a patient attitude that seeks to “add on” to their approach rather than “replacing” it can be helpful in getting their buy in.
🔑 If you have successful engagement using an activity or toy in the therapy room, consider how to transition that success to the classroom (e.g. use the same preferred toy to elicit “go” in class as well as in the therapy room) to help demonstrate success to the classroom team.
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!
Teaching with Tech: Picseepal
Kevin Williams & Lateef McLeod: Black AAC User Perspectives on Racism and Disability
Erik Raj: Apps That Make Learning Language Fun
Chris Ellis: Improving Hearing With the Audio Cardio App
Gemma White: Fostering a Growth Mindset With Core Words
Cara Walton: Action Planning for Anti-Racism and AAC
Brittyn Coleman: How Nutrition Can Affect People with Autism
Brittani Rollen: Author of “Lucas the Lion Loves the Tiny Talker”
Carson Covey: AAC User and Future SLP
Tara Wineinger: Hosting a "Virtual 5k" to Support an AAC Nonprofit
Caitlin Calder: True Confessions of a Parent of an AAC User - Part 2
Teaching with Tech: Double Time Docs
Caitlin Calder: True Confessions of a Parent of an AAC User - Part 1
Teaching with Tech: Smarty Symbols
Mike Hipple, Tami Altschuler, and Sarah Blackstone: USSAAC's Role in Policy Making & Disaster Relief
AAC in the Cloud: AAC & Telepractice
Caroline Musselwhite: Coaching Communication Partners Using Telepractice
An Hour-By-Hour Guide To Implementing AAC At Home
Elena Dukhovny: Current Research on Motor Planning & Paraeducator AAC Coaching
Teaching with Tech - Speech Blubs Speech Therapy App
Create your
podcast in
minutes
It is Free
Navigating Life After 40
Teaching Learning Leading K-12
Regenerative Skills
The Jordan B. Peterson Podcast
The Mel Robbins Podcast