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!
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
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