This week, we have the privilege of presenting Rachel’s interview with Hannah Foley, a senior at University of Illinois who is pursuing a career in Assistive Technology & AAC. Hannah has cerebral palsy and is an incredible adult AAC user who works as an ambassador for Saltillo!
Before the interview, Rachel & Chris talk about Christine Derse’s article, A Call for Consistency in AAC Picture Systems. Rachel and Chris discuss their agreement that using different symbols sets can be confusing at times, but note it isn’t clear a universal symbol set would lead to better modeling. For example, adults often use labels, rather than pictures, when modeling, and once a motor plan is in place the pictures become less important.
Key ideas this week:
🔑 Initially, Hannah was against using AAC because she felt her dedicated device was unsightly and it made her feel even more different. Working with Matt Baud, she came to see the importance of communication for her independence and started using an iPad.
🔑 Response time is incredibly important when communicating with an AAC user - it is critical that we give enough time to respond and become comfortable with silence.
🔑 People often assume that Hannah is intellectually impaired, can’t go to college, or manage her care independently because she uses AAC. This is, of course, totally incorrect!
We need help from our listeners to keep Talking with Tech going - please support our podcast at patreon.com/talkingwithtech.
Visit bit.ly/twtpod for access to previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!
Resources
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
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