AAC for Preschoolers (Continued)
Over the last two weeks we have been discussing the specific use of iPads
with preschoolers and many of you have written in with wonderful ideas,
suggestions and your own personal preferences for various apps
for children ages 3-5. Thank you!
In last
week's post, I shared the entire process that we follow in our county when obtaining
an AAC device for a child. As the only SLP in our preschool, it is specifically
my job to complete the forms, schedule the meetings, contact the team and
family members, learn the device and then train the child so that they can
effectively use the tool to help them communicate. Fortunately, I also have a
contact person from the county to help me evaluate the child's overall skill
level, including all developmental domains, so we can effectively choose the
most appropriate tool for the child.
Last week, Jennifer
from Eugene, Oregon specifically asked to get a look at the information form I complete and hand in to our AAC
county representative for each student when they formally enter the AAC
process. Unfortunately, I am not able
to post the actual form at this time; however, here is a complete overview of
the form contents:
- Basic information: Child's name, age, medical
conditions/diagnosis
- Strengths and weaknesses: An overview of what the child does
well, as well as what he or she struggles with most.
- An overview of the child's educational program (a snapshot of his/her
day and what he/she is expected to do -- very important and will help to
determine the communication needs of the child throughout the day).
Here is a shortened version:
- Enter school -- need to
hang up coat and book bag and put lunch/snack away
- Tabletop activity -- need
to sit at the table with peers and follow teacher directives -- fine
motor
- Free play/centers --
indoor play with peers
- Circle time -- sit with
peers as a group, follow along with teacher and answer questions
(calendar, weather, etc.)
- Lunch/snack time --
asking for help, conversation with peers
- Playground/gross motor
time -- play outside or indoor motor room
- Free play/centers --
indoor play with peers
- Goodbye circle -- sit
with peers as a group, follow along with teacher, music and say goodbye
- Educational needs of the child -- is he/she receiving special
education and if so, in what areas? Does he/she receive speech, OT, PT, vision,
hearing services? If so, what are his/her needs and how may it impact the
ability to use various AAC devices?
- The family's goals for its child
- Describe if the child currently uses or has used some form of AAC
I hope that you find the overview of the form helpful and
thorough. Please let me know if you have any questions about it. Also, if your
program looks at other aspects of the child's development and you think it
would be helpful information to share, please do so!
Hope everyone had a joyful Christmas!