Join Chris and Rachel for an Interactive Pre-Conference Session at ATIA 2024!
This week, we share Chris’s interview with April Wallace & Christina Stader! They are school-based SLPs and AAC Specialists with Aiken County Public Schools who are considering moving their district to a Specific Language System First Approach (SLSFA). They discuss the merit of pilot programs, whether starting with just preschool, research that supports the principles of the SLFSA, and more!
Before the interview, Chris and Rachel discuss a listener question about a high school student only hovers over words and refuses to touch the device after using it to communicate for multiple years. Chris and Rachel share some strategies for teaching him it’s OK to touch the device, and how, in their experience, it may stem from a compliance-based element creating anxiety about choosing the “right” word.
Key ideas this week:
🔑 If you want to roll out a new program like SLFSA in your district, consider starting in a few classrooms first as a pilot. Then, you can measure their improvement to demonstrate your success to the rest of the district.
🔑 In Chris’s district, they give teachers 6 coaching sessions that records teachers and measures how much modeling happens. Teachers watch the videos and reflect on how they could do better, and the AAC team uses this data to measure success.
🔑 If you are moving to a SLSFA, there will be some students who received good implementation on a different system; often, these students should remain on those systems. If there wasn’t much success and/or implementation on the previous AAC app, it might be worth trying out the new AAC app.
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!
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Otto Lana: Autistic Advocate, Writer, Actor, and AAC User
Rémi Morin - Creating the Canadian-French Version of LAMP:WFL as a Parent
Emily Macklin, Neha Sharma, & Amber Skerry: Supporting Communication for Deafblind Students
McKinzee Steve, Danielle Welge, & Kendra Everette (Part 2): Providing High-Tech AAC as a Tier 2 Early Childhood Intervention
McKinzee Steve, Danielle Welge, & Kendra Everette (Part 1): Providing District-Led 1:1 AAC Training to Parents
Emily Taylor: Using Social Media to Promote Your AAC Resources
Dr. Barry Prizant (Part 2): Is ”Spelling to Communicate” Authentic Communication?
Dr. Barry Prizant (Part 1): Echolalia and Gestalt Language Processing
Kimberly Neely: The Trauma-Informed SLP
Barbara Gruber & Ashley Grady: Supporting Accessibility and Inclusion at the Smithsonian Institution
Tiffanie Zaugg: Creating an AAC Facilitator’s Guide for a School District
Ashley Waterman: Supporting Language as a Parent of an AAC User
Judith Schoonover (Part 2): The Role of OTs in AAC Assessment
Judith Schoonover (Part 1): Quickly Create AT Solutions From Common Objects
Recast: AAC Modeling Roundtable
Recast: Chris Klein: The Importance of Motor Planning
Recast: Shaun Pearson & Chris Chicoskikelly: The AAC Agreements
Recast: Core Words Roundtable
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