This week, Rachel interviews Alma Partida (@aacforyouandme on Insta), Sarah Lee (@aac_together), Melissa Tapia (@hablame_de_language), and Maria De Leon (@code.switch.slp) about Bilingüe AAC (www.bilingueaac.com), a platform that supports evidence-based, culturally affirming Spanish AAC. They discuss many aspects of bilingualism and AAC, including core word considerations and strategies for family-based AAC assessment.
Before the interview, Chris and Rachel talk about the difference between “progress” and “success” when we are talking about an AAC user’s communication journey. For some, making progress with using AAC demonstrates success. However, if we are not making progress fast enough or are using a tool that doesn’t promote language development (e.g. a 4 icon core board) then we aren’t really working towards true success, which includes independent, spontaneous communication.
🔑 When assessing a bilingual student for AAC, take a family centered approach to assessment. Try and get an interpreter involved (if necessary) and talk to the family about how they communicate in the home. If we get a bilingual word inventory of the student and discuss vocabulary with the family, we can get a better picture of what words will be most useful for that student.
🔑 Generally, we don’t want to directly translate core word lists between two languages. Depending on the languages in question, the core words may be somewhat different (e.g. English and Spanish) or completely different (e.g. English and Chinese). In either case, shouldn’t assume that the core words are exactly the same.
🔑 When assessing a bilingual student, do a home language survey that includes the amount the family uses each language. In some cases, they may speak 90% english with only little bit of Spanish, or vice versa.
Links this week:
Diverse AAC YouTube channel
AAC App Crosswalk- table with different AAC app features, including languages offered
Soto and Cooper (2021): An early Spanish vocabulary for children who use AAC: Developmental and linguistic considerations.
AAC in the Cloud Presentation on diverse AAC implementation
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Carly Stoltenberg: An SLP's Journey Recovering from Guillain-Barré Syndrome (Part 1)
Charlie Danger: Working with AAC Users From Different Cultures
Researching AAC Teaching Methods with Shannon Graham, Courtney Kaczmarek, Lizzie Llewellyn, and Payton Yates
Melanie Pensak: How Mindfulness Can Promote Joy, Prevent Burnout & Improve Therapy
Facebook Live with Matt Hott: ASHA's AAC Clinical Specialty Certification (Part 2)
Facebook Live with Matt Hott: ASHA's AAC Clinical Specialty Certification (Part 1)
Katya Hill: Developing an ASHA Specialty Certification for AAC
Lance McLemore: Learning to Become a Proficient AAC User
Mo Buti: Tips for Writing IEPs and Working With IEP Teams
Building a State-Level AAC Organization with Mike Hipple, Jennifer Schubring, Kelsey Osten, & Sharon Redmon
Sarah Whyte: AAC for Adults with Neurogenic Communication Disorders
How to Teach "More", Involve Siblings With AAC, and Other Listener Questions
Kelly Fonner: All About PODD (Pragmatic Organization Dynamic Display)
Interviews from ATIA & FETC: Christine Baudin of "AAC for the SLP", Michael Dicpinigaitis & Mike Marotta
Carly Hynes: AAC Implementation Ideas for the Classroom
Jason Lehmbeck: Co-Founder of Special X & Parent of Child with CCN
Michael Biel: Motivation and How It Can Influence AAC User Engagement
Russell Cross of PRC: How Combining Core Words Into "Phrasal Verbs" Can Boost Your Client's Vocabulary
Why Presuming Potential Matters + Interviews from ASHA with Bill Binko, Cindy Halloran, Heidi LoStracco, Sarah Wilds, and Brian Whitmer
Small Talks with Dana Nieder, Erin Sheldon, Lindsey Paden Cargill, Eleanor Francis, and Tabi Jones-Wohleber
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