This week, we share Part 2 of TWT Live from Oregon! This week, Rachel and Chris talk with their audience about a range of topics, including getting buy in from teachers and staff and choosing which core words to start teaching!
Before the interview, Chris and Rachel answer a listener question, “Is putting a big poster with AAC symbols on the wall a good idea?” They point out the benefits of putting up AAC light-tech boards, and Chris describes why it is better to put up a poster of the kid’s core board than changing the symbols or moving them around.
Key ideas this week:
🔑 If an emergent communicator is struggling to learn how to use light-tech AAC, even with lots of modeling, you may want to try high-tech AAC. In some cases, using high-tech AAC can help him or her understand why and how we use AAC.
🔑 When dealing with a teacher or staff member who doesn’t want to use AAC, a “top down” approach that gets their administrator involved may cause push back in the long run and/or damage rapport. Try a “bottom up” approach first - ask probing questions to find out about that teacher’s challenges and point out where AAC can help (e.g. reducing difficult behaviors).
🔑 Celebrate the small wins for AAC users - if an emergent communicator make any progress towards independent communication, however small, make sure to celebrate and let everyone know! When someone makes a difference that impacts the life of another person, they are often inspired to do more!
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!
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: 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
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