- I will always teach you before I show you and expect of you. (paraphrase) Speaking about an approach to working with children.
- I am trying to help you use terminology that you could use to teach your grandmother about it. (paraphrase)
- If you modulate your voice, you are stimulating my senses, (your saying) I’m approaching, sending information through your feet, and I have something interesting to see. (paraphrase) In speaking about a highly engaging style of getting children’s attention.
Communication Partner Interventions to Target Early Language and Emergent Literacy Skills with Children who use AAC
by Jennifer Kent-Walsh, Ph.D. , CCC-SLP, S-LPC(C) University of Central Florida, e-portfolio of presenter
Department of CSD and leader of the regional center for FAAST
This workshop focused on a terrific study of how to help improve how communication partners interact with AAC users. This investigation was set in the context of a partner book read of engaging books. The simple training and intervention showed good results for increased communicative interactions, increases in both partner’s interest level, and generalization after the intervention. The presenter used a nice Wh-question format to guide the session. Also demonstrated was a powerful teaching strategy of using acronyms to help make the communication partners be more automatic in their approach.
The Before Video: Two peers are reading a book together. One girl is reading the book in a monotone voice and the other girl is listening. She has a Springboard, but is not using it.
The Intervention Video: The two girls are engaging in a lively read of the book, taking turns commenting and identifying characters and actions. They proceed to read after mentioning they want to test their predictions. Both girls are smiling and visibly enjoying the experience.
You can read an article on the topic, published in the electronic edition of the ASHA Leader here:
Handouts that are Good Read Throughs from the Presenter’s Website:
- Kent-Walsh, J. (2005, January). An instructional program for parents of pre-literate children using AAC. Paper presented at the Assistive Technology Industry Association 2005 Conference, Orlando, FL.
- Kent-Walsh, J. (2004, May). Communication partner instruction in augmentative and alternative communication. Paper presented at the annual conference of the Canadian Association of Speech-Language-Pathologists and Audiologists, Ottawa, Canada.
This small more personal group gathering of SLP’s was terrific. The conversations I had today were inspiring. From speaking to one of the presenter’s mother, to hearing a story about one of the first externships of a student from Nova Southeastern University, to meeting a couple of welcoming colleagues that invited me to their school, I enjoyed the connections made today.
By Samuel Charles Sennott
Seating and positioning often has a significant effect on AAC users. Teachers of all kinds can do a great deal in this domain, but it is important to know when you need the help of an OT or PT. This hour long presentation at ASHA titled: Practical Principles of Seating & Positioning in AAC for SLPs was a terrific way to learn or review seating and positioning principles and learn about how these considerations work in the team process. Would you like a refresher course or have a quick way to share with a friend or colleague about some basics regarding seating and positioning?
Download the excellent handout here.
The main presenter Aileen Costigan was terrific. Not only was the information extremely well prepared and organized, but the presentation style was great. I think that this topic would make a great component in an AAC/AT/UDL course at the undergraduate and graduate level in both teacher training of special educators and in the training of SLPs. For you all trying to follow the handout, you will see a marked similarity to the SETT Framework, as in OT there is a very similar consideration principle. This is definitely a handout to print and fyi your favorite special education teacher, OT, PT, or SLP.