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
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
TWT Live: Colorado’s SWAAAC
Brian Schobel - Supporting Assistive Technology During the Transition to Employment
Chris Klein and Lance McLemore: Creating an AAC-User-Led Conference & Nonprofit
Marge Blanc & Alexandria Zachos (Part 2): Supporting Gestalt Language Processing With AAC
Marge Blanc & Alexandria Zachos (Part 1): Supporting Students with Echolalia Using the Natural Language Acquisition Framework
Becca Eisenberg: Using Video Modeling to Teach AAC Communication Skills
Dr. Cheri Dodge Chin: Teaching Caregivers to Model via Video Chat
Joanna Holmes (Part 2): The Benefits of Open AAC
Joanna Holmes (Part 1): Finding the Right AAC Access Method for your Child
AACessible: Improving AAC Assessment and Trialing
Daniel Parker, Kathy White, & Stacy Duffy: Assistive Technology Microcredentials
Hank Poore: AAC User, AAC Ambassador, and Foundation Director
Ken Hackbarth, Christine Baudin, and Michael Dicpinigaitis: Using 3D Printers to Make Inexpensive AAC Keyguards
Gemma White: Teaching Personal Safety Awareness to AAC Users
Tami Altschuler - Improving AAC Access and Training in the Hospital
TWT Live from Oregon (Part 2): Getting Buy-In from Teachers who Refuse to Support AAC
TWT Live from Oregon (Part 1): Strategies for Improving Virtual Assessments
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
Create your
podcast in
minutes
It is Free
Regenerative Skills
The Meaningful Life with Andrew G. Marshall
The No-Frills Teacher Podcast
The Jordan B. Peterson Podcast
The Mel Robbins Podcast