This week, we share Part 1 of a “crowd sourced” episode recorded as a webinar with listener feedback we call “Talking with Tech Live”! To start, Chris and Rachel cover some AAC core concepts, like criteria for evidence-based practice, signs a child needs AAC, avoiding “quick fire” phrases, and 80/20 ratio for core words. Then, Rachel and Chris, together with listeners, discuss some effective coaching strategies when working with AAC users via telepractice! Stay tuned next week for more listener questions & participation in Part 2!
Before the interview, Chris and Rachel talk about connecting with people who share similar genetic information, including the story of how Chris learned he had a half-brother through 23 and Me!
Key ideas this week:
🔑 Three criteria ASHA about evidence-based practice: Is there research supporting the practice? Do professionals agree it’s a good strategy? What are people who actually use AAC telling us works for them?
🔑 Signs a child needs AAC: If they aren’t able to speak, they have minimal language, speech is hard to understand, vocabulary less than 50 words, or they use a high level of scripted phrases.
🔑 Be careful of using “quick fire” stored phrases. They can be useful for certain circumstances, like social situations, but quick fires don’t support the individual building blocks of language very well.
🔑 Talk with AAC users about things that are memorable, exciting, interesting, even gross. AAC users aren’t inspired to talk about boring things any more than anyone else would be!
Want more great TWT content and with access to members-only resources? 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!
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
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)
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