This week, we share Part 2 of Rachel’s interview with SLP and host of the SLP Happy Hour podcast, Sarah Lockhart! They continue their discussion of Sarah’s clients, including a nonverbal client who uses lots of scripts to communicate. Rachel shares ideas for how to choose targets for therapy, why we should be modeling language that is important to the AAC user, and how motivating materials during AAC assessment can help get a better picture of his or her true ability.
Before the interview, Chris and Rachel finish answering the question from last week about a student with a complex medical history that includes cortical visual impairment (CVI). Chris and Rachel discuss ideas for using books and TV shows the student loves to make therapy more fun, including watching YouTube and eliciting language from the video. They also talk about what to look at when the student isn’t making progress, including whether or not the activity they are doing is fun.
Key ideas this week:
🔑 When modeling, are you showing them language they might want to use? For example, it may be better to model “I don’t want to wake up” for a teenager than “Good Morning Mom”. Both are important, but, in this case, a modeled protest may be used spontaneously more readily than a greeting.
🔑 The most valid assessment is one in which the AAC user is motivated to engage - if we are assessing but forcing the student to label something uninteresting, they may not demonstrate their true skills.
🔑 How can we figure out where to start teaching language? One idea is to look at how AAC users are communicating nonverbally. If a child is already demonstrating non-verbal communication, it is an easy transition to giving them language to use instead of that gesture or action.
🔑 What are other ideas for choosing targets? Ask the communication partners - what does the student do all the time when no one is around? It can give us insight into what they are motivated by, such as sensory seeking behavior or refusal, which can then give you insight into targets and activities.
Links from this week’s episode:
Talking with Tech Episodes related to CVI: https://www.talkingwithtech.org/search?q=CVI
For resources related to coding, go to Code.org
Sean Sweeney (Part 2): Evaluating Resources & Apps for Therapy with FIVES
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: How AAC Supports Greater Spontaneous Language for People with Echolalia (Part 1)
Rebecca - Increasing the Quality of Assistive Technology Support in the Schools
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