Tag Archives: modeling

Student Communication Partner Champions at Countryside Elementary School

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October was National Augmentative/Alternative Communication Month. In recognition and celebration, learners at Countryside Elementary School engaged in an experience where they explored augmentative/alternative communication. Led by speech language pathologist, Tia Freeman, and supported by an ensemble of other educators including Specialized Instructional Facilitator – Assistive Technology, Jennifer Dunstan, students explored the Language Acquisition Through Motor Planning: Words for Life application. The students learned how the app was organized, explored how to find words, and discussed what it meant to be a supportive communication partner to their peers who are using the application to help them learn language. If you’re interested in leading a similar event, reach out to the Specialized Instructional Facilitator – Assistive Technology who works at your school!

Tia Freeman standing in front of an interactive white board with images of low tech AAC displayed around the school with the text Have you seen these around the school?

Speech Language Pathologist Tia Freeman shares how paper-based core vocabulary boards are placed around the school for anyone to use.

Teacher standing in front of an interactive whiteboard with AAC displayed on it

Educators model language on AAC on the interactive whiteboard

Teacher modeling language on AAC displayed on an interactive whiteboard

Educators model language on AAC displayed on an interactive whiteboard

Interactive white board with the text Recess Equipment Valery and Ehsanullah, Promethea Patrol Andrew, Talker Assistants Elliana Jonathan

Learners assignment themselves roles related to AAC

Tia Freeman in front of an interactive whiteboard with the title of a book called Bruce and his Talkier

Ms. Freeman reads a digital book to the class about using AAC.

A slide on a interactive whiteboard with the text that reads Talker Promises. We promise... to use it as a talk, to ask Yesmi if we can use it, to use appropriate language, to treat it with respect

Learners outline promises related to a student’s AAC

Modeling Language Using Augmentative/Alternative Communication Emulation Software

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The PASS software download from PRC-Saltillo allows users to run the various augmentative/alternative communication (AAC) language configurations (i.e. Unity, UNIDAD, CoreScanner, LAMP Words for Life, WordPower, Essence) on a Windows computer. The software works the same way as the AAC tool except it does not speak aloud. The software is useful for educators to model language on a laptop or interactive whiteboard using the same AAC configuration as a learner.

The software is approved to be installed on Windows computers supported by Loudoun County Public Schools.

Screenshot of Website to Download Pass

Indicating Which Words To Model During Shared Reading Experiences

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A strategy to help individuals learn language using augmentative/alternative communication (AAC) is to provide Partner Augmented Input (also known as Aided Language Stimulation). This means the communication partners model language by using the same form of AAC as the student with whom they are communicating. This short video explains the idea. 

When participating in literacy experiences, like reading a book together, it can be difficult to model every word in the story. Focusing the modeling on words which are used most frequently is a way to target meaningful vocabulary. However, for a communication partner who is just learning about AAC, it can still be difficult to know which words to model.

The free webtool UpGoer6 invites users to input text which is then colorized based on how frequently the word is used. Bright green text indicates the word is used frequently. Dark red indicates the word is rarely used. Clicking on a word provides a numerical ranking of how frequently the word is used. Educators can copy and paste the colorized text into adapted books to provide communication partners reading with the student a visual cue of which words are the priority to model. Strategies like these make it easier for someone who is new to modeling on AAC know which words to prioritize when modeling.

Screenshot of the website UpGoer Six with call out pointing to where to type text, where one can select a word to see how frequently it is used, and to model the words in green.

Screenshot of the Up-Goer Six Text Editor

Using Words in Different Ways To Teach What They Mean

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Green Light, Traffic Light, Signals, Signs, Go, SpeedRepetition with variety means teaching the same word repeatedly in various contexts and environments.

  • Time to GO outside.
  • I GO sit at the carpet.
  • Let’s watch the video, turn it on and make it GO.
  • We GO eat lunch.
  • The bus is here, time to GO.
  • It’s your turn, ready, set, GO.

A student can learn how to use a word through repeated exposure to that word being used in different ways and explicitly teaching the various ways to use it.

Using The Zoom Controller on an iPad to Help Model Language on Augmentative/Alternative Communication

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When mirroring an iPad (broadcasting the iPad screen to a monitor) to model the use of language on touchscreen augmentative/alternative communication, the person watching the monitor can’t see your finger. The only thing that registers on the monitor is a brief flash of the icon being selected and the word appearing on the speak selection bar at the top of the application. The person watching the monitor won’t be able to track which icons are being pressing. The zoom controller can be used as a pointer to solve this problem. Learn how by watching this short video!

Using A Dry Erase Marker To Help Learn Where Words Are Located on Augmentative/Alternative Communication

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It might be difficult to remember where all the words are located when first learning  augmentative/alternative communication (AAC) even after you’ve practiced them. If using AAC with a touchscreen, a visual strategy you can use to help you remember what you want to say and where the words are located is to write on a transparent protective covering over the screen. If you use a fine point marker, you can add numbers to remind yourself about the order as well. The video below will show you how!