This week, Rachel has a coaching call with Sarah Lockhart, an SLP and host of the SLP Happy Hour podcast! They discuss a case study of a 5 year old nonspeaking boy who uses an AAC device to communicate. Sarah and Rachel discuss concerns that he is “stuck at requesting”, since he typically only makes requests during therapy. Rachel shares how we can lean into those requests and elicit communication using those high-interest topics.
Before the interview, Chris shares with Rachel about his recent trip to Disneyland and some of the thoughts he had during the trip, including: the fact that he didn’t see any people using AAC in 5 days at a busy park; seeing a knit cap someone wore that said “I have autism, please be patient”; and the need to program phrases an AAC user might want to say in public, like “Go Bills”, into their devices.
Key ideas this week:
🔑 If you are trying to introduce commenting, you can set up a carrier phrase like “Its a train!” “Its a train!” “Its a _______” to help set up the expectation rather than just showing a picture of a train. The emphasis and routine can help students become more spontaneous and independent.
🔑 Some people with autism can get really anxious and want to know what is coming next. It can create peaks and valleys in their emotional experience - a visual schedule can help with that. To follow their lead during therapy and not be too rigid, you can include more general things on the schedule, like “read a book or new game”, to allow for adjustments during the session.
🔑 There is a lot of work to be done with coaching communication partners, and it can feel overwhelming. Instead of thinking about everything that needs to be try, try and focus teaching a communication partner to do one thing, and do it well. That can sometimes feel more doable for the both the clinician and the communication partner.
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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
Jeanette Washington & Mai Ling Chan - Creating Effective and Engaging Presentations
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