Week 1: Aided Language Input
Read - Aided Language Input Description
Watch - Aided Language - Video (English) / Aided Language - Video (Spanish)
Watch - Core Vocabulary and Aided Language Input - Starring Ms. Mary Lisa
Read - Modeling - The How, Why, & When
Watch - Modeling At Home - Video (find your system and watch the video - TouchChat, PODD, etc.)
Week 2: Following Your Child's Lead
Read - Following Your Child's Lead
Read - Steps to Follow the Lead of Your Child
Watch - Example of Following the Child's Lead - in this video, I notice when my daughter is "looking" and when she "puts" an item into her basket. Take these opportunities to model the language you'd use. You can say, "I see that you are looking at..." while you point to the work "look" on the core board, device, or PODD.
Watch - Following Your Child's Lead - short video
Week 3: Core Vocabulary
Read - Teaching Core Vocabulary
Watch - What Are Core Words? - Vocab to Increase Communication
Access Communication Boards with Core Vocabulary Below:
Fun Songs with Core Words: with these songs, follow along by touching the word found on your core board or within your PODD or device. Example - If the song says, "We go to the beach" - you may model by touching "go"
Song - "like" and "not like" or "do not"
Song - so many core words! Choose 1 or as many as you'd like to model
Week 4: Building Literacy with Core Vocab
You will find great books that target specific core words in these links. Core words are used in a variety of ways, and these books give that variety we are looking for when students are connecting words/symbols to meaning. When viewing, use a core board, a device, or PODD book. Point to the word/symbol as you read out loud. This helps to not only make connections between core words and meanings, but in promoting growth in literacy skills.
One strategy we use at school that you might find helpful at home is to do a Picture Walk through the pages. The idea of this activity is to create a rich language experience that feels important to your child and allows them to connect with the pictures in the book about things they already know. As you open the pages of the book, just encourage them to notice things in the pictures. You might point something out, for example, “that silly bird is sitting on the fire hydrant!” or “look at that dog! He looks just like our dog!” You don’t have to expect your child to repeat you, or make contributions to this talk in the beginning. You are providing a model for them to do this as they develop literacy and language skills! As appropriate, encourage your child to find and read/say the target word.
Links to books with targeted core word:
Go - Book 1 - Where Did You Go? Book 2 - Go! Go! Go! Book 3 - Go Fish!
Want - Book 1 - Eat the Rainbow Book 2 - Hats Book 3 - When I Want
More - Book 1 - More Snow Book 2 - More Than Me Book 3 - More Work, More Fun!
Like - Book 1 - I Like Food Book 2 - A Dog's Life Book 3 - Mothers and Babies
Stop - Book 1 - "Stop!" Said the Cop Book 2 - Stop Doing That Book 3 - Don't Stop
Week 5: The Prompt Hierarchy
Prompting is something that serves as a reminder of what we need to do. Prompts are decreased as our abilities improve. The links below will give an in-depth explanation of how prompting is used and decreased. Our ultimate goal is to reduce prompt dependency to a level where an individual is successful. This can be an ever-changing journey.
Read - The Hierarchy of Prompts Explained
Read - Prompting Strategies
View - AAC Hierarchy Visual
Watch - Video of Prompt Hierarchy
Week 6: The Importance of Waiting
Waiting. Embracing the pause. Giving time to make connections.
Read - What To Do and What Not To Do During Wait Time
Read - Creating Chances
View - The Perfect Pause - A Brief Explanation
Watch - Video on Waiting - How To and Why
Week 7: Family Experiences with AAC and Fun Activities!
For this week, I am shifting my focus to the home and community. I often wonder what goes on outside of the therapy or academic setting in terms of communication. To gain insight, I follow a few YouTube channels created by families who use AAC. In sharing these with you, I hope you find answers to questions that I may not be able to answer. I learn so much by watching these shared experiences, and I hope you do as well.
Lotsacomptons - a link to their YouTube channel. Below is a link to a video that helps to put language learning into perspective.
Learning Language and Teaching Symbols
We Speak PODD - a link to their YouTube channel. Below are links to videos showing how the family uses PODD to communicate during all kinds of activities.
Playing Musical Instruments - Using PODD
Celebrating Wearing Shoes - Using PODD
Playing with Toys - Using PODD
Finding Cooper's Voice - a link to their YouTube Channel. Below is a link to a spelling activity Cooper participates in.
Speech Without Limits - a link to an SLP's YouTube Channel. This SLP demonstrates how she selects and uses paper-based communication boards around her house for easy access. Some examples are linked below.
Modeling AAC at Home - Pantry Edition
Modeling AAC at Home - Bathroom Edition
Modeling AAC at Home - Sidewalk Chalk Edition