AT and AAC: Practical Tips and Strategies : speech development

AAC Implementation

Angela Desideri — Wed, 27 Feb 2013 17:18:00 GMT

Introduce AAC more effectively! Here are 3 tips to help you do just that: No. 1 - When you are using AAC apps on an iPad, iPod, or iPhone, always utilize Guided Access. When enabled, Guided Access prevents the students from exiting within an app. This helps them focus on communication instead of trying to exit from the app to explore other apps — which has had a tremendous positive impact on my students. Guided Access is one of my favorite features!

No. 2 - Model, Model, Model — How can we expect our students to use their AAC system without first teaching them how to locate, construct, operate and use language?

This is one of the most enjoyable parts of the AAC teaching process — and it's easy to do. When you are modeling you are showing them how to use the device.

No. 3 - Introduce a new core word each week. l like to introduce the word each week while doing therapy in the classroom. That way I can model the word and let everyone know that this is the word we are highlighting. I have found that introducing new concepts in small chunks helps with implementation. Too much information all at once is overwhelming for everyone and often ends up being abandoned.

Remember to also praise and highlight all accomplishments the AAC user makes. It's important that everyone on the team recognizes accomplishments and praises the AAC user along the way. We all appreciate well-deserved praise, and recognition makes learning that much more satisfying for our students.

More resources:

To enable Guided Access, update to iOS 6.0 and click here to follow the easy directions.

Read Modeling, AAC Style by Carole Zangari to learn more about the importance of modeling.

A fun way to get everyone using AAC and also teach core words.

Read more features by returning to the ADVANCE for SLP’s home page.

Noodle Words

Angela Desideri — Fri, 21 Dec 2012 20:46:00 GMT

One of my favorite apps to use when teaching verbs is Noodle Words Action Set 1. This easy to use app is one of my students' favorites and provides multiple opportunities to teach verbs in a fun and motivating way. As verbs are taught, I like to bring in objects that help students generalize what was learned outside of the app.

Below are the materials and step by step instructions I follow when using this app. As you read the list of verbs think about the materials you currently have that you could use to reinforce the learning outside of the app.

Verbs Included in the App:

spin, sparkle, stretch, laugh, pop, drop, dance, grow, blow, bubble, jump, pump, surprise, shake, eat, run and wave.

App Plan:

1) I start by taking a screenshot of this page, printing it, and providing each of the students a copy. To learn how to take a screenshot, you can read my previous blog on this topic by clicking here.

2) Touch each word then select go. Every time you touch a word, the word models the verb it represents. If you select the noodle buddies at the bottom of the screen they act out the verb.

3) After showing the verb I bring in objects that do the same action.

Examples of Materials and Ways I Expand the Learning:

Spin: Wind up toys that spin, tops that spin, I spin, I have my students stand up and and spin.

Sparkle: I bring in worksheets with the word sparkle on it and my students have to add glitter to each letter and make their picture sparkle, I bring in items that sparkle.

Stretch: I bring in fidget toys that stretch and we take turns stretching them, I stretch my arms and my students join in.

Pop: I blow bubbles and we pop them (this also reinforces blow).

These are just a few examples of how I expand the learning outside of the app. You can think of many more!

Return to the ADVANCE home page.

Go Away Big Green Monster

Angela Desideri — Fri, 19 Oct 2012 19:44:00 GMT

Did you know that "Go Away Big Green Monster" by Ed Emberley is an app that is exactly like the book? The book app has 3 settings, Read Along with a Friend, Read Along with Ed and Sing Along. Some of the goals I addressed using this app were: sequencing and retelling, body parts, colors, describing using the attribute of color + body part, commenting, requesting and asking for help.

Here are 3 activities I did to help expand the learning outside of the app.

1) We created our own monsters. Here's a picture of a few of our finished products. I took a picture of each student with their monster and made a slideshow of all of them on my iPad using the photo library.

2) Using the Doodle Buddy app we worked on describing, retelling and explaining the steps to re-create the Big Green Monster. My students told me to draw each of the parts of the monster. This was a fun way to work on their descriptive language skills. They loved seeing the monster come to life right before their eyes.

3) For a group activity I hid Mister Potato Head body parts in a bin of beans. I had my students take turns finding a body part, telling me what they found and then putting it in the green Play-Doh face. They had so much fun with the beans and Play-Doh. I made sure the lid was closed and they had to tell me to open and/or ask for help.

Since we did this activity in the classroom the teacher decided to also expand the learning outside of the app and she created this amazing bulletin board. I love how she included the labels and also the open-ended sentence strip (i.e., The big green monster has _______).

As you can see we have been having so much fun with Go Away Big Green Monster and expanding the learning outside of the app!

Get Ready for the Olympics!

Angela Desideri — Wed, 18 Jul 2012 13:39:00 GMT

As the Olympics approach, this occasion provides a great opportunity to teach language related concepts such as team work, types of athletic events, describing, commenting, using compliments and much more!

News-2-You http://news2you.n2y.com// has a free and easy to use summer resource featuring pre-made lesson materials for preschool, elementary, intermediate, middle, high school, and even transition.

Here are some of the concepts you can teach pertaining to the Olympics:

Sports Related Vocabulary: swimming, diving, track and field, gymnastics, rowing, basketball, volleyball, and tennis.

Describing and Commenting: He/She is a fast swimmer! Wow, I like that, He/She runs really fast!, Nice shot, My favorite event is..., I like..

Compliments: Awesome, Way to go!, Nice job! They did it!

News-2-You makes it easy for therapists and teachers by providing ready to use materials. I like to send the printables home so my students can continue the Olympic discussion outside the therapy room and keep the discussion going. The elementary unit is perfect for my students and I can't wait to start preparing them for the Olympics. I like how the leveled books contain repetition, core words and make learning about the various sports and trying your best. The comprehension worksheets that accompany each of the books are a nice addition and a way to check for understanding of the items reviewed in each story.

Now is the perfect time to start talking about the Olympics!

Free Book App

Angela Desideri — Wed, 30 May 2012 12:09:00 GMT

"The Biggest Pizza Ever" by JibJab Jr. is a fun book app that you can use to work on answering "wh" questions, teaching verbs, stating emotions and much much more.

Here's how it works:

Choose who is going to be the main character of the book and then choose Create Character and add photo, name, and skin type.
Now you are ready to go (here's a picture of my daughter Mya as the main character.)

How I use this book app:

Since only one student can be the main character at a time, this provides an excellent opportunity to practice problem solving skills. In one class a solution everyone agreed on was to do a raffle and pick names. There is no better way to learn how to wait then with a super fun story.

Some of my favorites features of this app:

Ability to add your own pictures is what helped maintain and sustain my students attention throughout the entire book. My students loved seeing themselves and their friends doing all of the fun things in this app. They got to ride a bike, drive vehicles like a forklift, operate a dump truck, operate a grab crane, and fly a helicopter (here's my daughter Gia flying her helicopter) all while in pursuit of making their giant pizza!

Provides an opportunity to act out the verbs in the story by:

flipping the pizza

rolling the dough

looking for the perfect location (using binoculars)

pouring the pizza sauce

sprinkling the cheese

Provides an opportunity to express a full range of emotions, such as:

happy

excited

surprised

worried

relieved

The problem and solution were simple and provided a great way to practice asking for help.

Ideas to Expand Beyond

Have students choose other people they would like to see as the main character. Some possible choices include family members, teachers, peers, or even favorite characters.

Since this is a free app it's a great one for families to read at home.

I encourage you to try out this free and super fun app!

Toca Monsters

Angela Desideri — Wed, 02 May 2012 11:00:00 GMT

Toca Boca has done it again! An amazing free app for the iPhone, iPod and iPad called Toca Monsters.

How it works:

Begin by selecting your monster. Gomez is the brown monster, and Nebula is the blue monster.
Choose from 8 ingredients to feed to your hungry monster.
Prepare the food by choosing to cut, blend, boil, fry, mix or microwave.
Feed the food to the monster.

How I use it:

I take screen shots of the food choices and screen shots of the appliances/food preparation page. We start by choosing the ingredients and then choose the items used to prepare the food. My students tell me what to do, and then they watch me do it on the iPad.

Goals that can be targeted:

Following directions
Vocabulary skills
Social language skills - practice watching and reading the monster's nonverbal body language and make predictions if the monster will like the food based on reading their nonverbal cues.
Core words - eat, like, stop, go, on, off, more.
Commenting
Descriptive language
Verbs

Some of my favorite features of this app:

The reaction on the monster's face when it doesn't like a food.
The surprise you find when you boil the blue fire ball.
Shaking the salt and pepper on the food and adding too much.
Option to have only vegetarian foods (if selected in the main settings)
Can be used to support any language.
All of the language you can elicit when you use this app interactively!

Have fun selecting, preparing, and feeding the monsters!

Core Words: Are You Teaching Them?

Angela Desideri — Wed, 22 Feb 2012 14:45:00 GMT

Core words are a relatively small amount of frequently occurring words that are found in every language and make up about 85 percent of the vocabulary used. Core words are powerful and are the basis for communication. They are found in speaking, reading and writing and are mostly comprised of pronouns, verbs, adverbs, adjectives and prepositions. Personally, I like to think of core words as the foundation for communication. Therefore, I highly recommend that you add them to your AAC toolbox.

By teaching core words you are providing more communicative opportunities. Here's an example of how I used the following core words for two word combinations using "go," "stop," "like" and more in a play-based 'train activity':

train go (directive)
train stop (directive)
like train (comment)
more train (recurrence)

These same words can be used for a music activity:

like music
more music

And outside on the playground:

like swing
go swing
more swing
stop swing

Think about all the settings and places that core words can be used. They can be used throughout the school day, in speech therapy, in the classroom, outside, during transitions, and at home.

Now, think about the activities you are doing with your students and generate four to five core words that you can use within that activity. Here are a few word lists to help you get started: Toddler Vocabulary Word List and Preschool Vocabulary Word List. Additionally, Prentke Romiche AAC Language Lab has excellent free resources on ways to teach and use core words in AAC.

Start using core words with your AAC users and you will be amazed at all of the communication possibilities!

Resources

Banajee, M., Dicarlo, C., Stricklin, S.B. (2003). Core vocabulary determination for toddlers. Augmentative and Alternative Communication, 19, 67-73.
Baker, B., Hill, K., Devylder, R. (2000). Core Vocabulary is the same across environments. Presented at California State University, Northridge. http://www.csun.edu/cod/conf/2000/proceedings/0295Baker.htm.
Cannon, B., Edmond, G. (2009). A Few Good Words: Using Core Vocabulary to Support Nonverbal Students. The ASHA Leader (April 14).

Expanding Communication Skills? There's an App for That!

Angela Desideri — Wed, 25 Jan 2012 14:30:00 GMT

What better way to get children excited to learn language and communication skills than a birthday party? Toca Boca's "Birthday Party" is an interactive app that provides numerous opportunities to help speech-language pathologists expand language use and teach social skills, as well as AAC skills, in a fun and motivating way.

Here' s how it works:

Select a birthday cake design from the following choices: Panda, Dragon or Rainbow.
Select the plates/dishes from the three choices provided.
Select one of three presents.
Sing "Happy Birthday" and blow out the candles (by touching them).
Time for the birthday party celebration! Eat the cake, pop the confetti, pour the juice, put the cake on the plates, eat the cake, open the present, and drink the juice.
Once all of the cake is eaten it's time to clean up and wash the cups and dishes.
The birthday party is over!

Here's how I use it in therapy:

Requesting items such as the type of cake, blow out candles, eat cake, pour juice, drink juice, open present, pop confetti, wash dishes, and wash cups by using signs, PECS, AAC systems or visual supports.
To practice labeling items.
To practice stating preferences: "I like______."
To review and practice using core words like eat, drink, more, look, like and open.
To teach social language skills related to birthday parties.
To review the schedule of a birthday party.
To practice expected vs. unexpected behaviors at a party.
To work on asking questions such as "Do you want cake?" "Do you want juice?" "Which juice do you want?" and much more.
To practice social skills related to birthday parties.
To work on turn-taking skills.

iPad & Settings: A Tip to Enhance Learning

Angela Desideri — Wed, 11 Jan 2012 14:07:00 GMT

Are you aware you can adjust the general settings on your iPad? By controlling the specific settings, you can increase students' attention, decrease frustration and behaviors, and most importantly, make the most use out of your therapy time.

Settings allows you to restrict access to certain areas on your iPad and provide SLPs with the peace of mind to ensure the iPad is used for learning purposes.

Here's how you can access restrictions on your iPad (located within the general settings).

Select the Settings icon
Select General
Select Restrictions
Select Enable Restrictions and when prompted enter a passcode

Here are my setting recommendations:

Safari - off - Disables internet access.
YouTube - off - Prevents access to videos.
Installing Apps - off - Prevents apps from being installed.
Deleting Apps - off - Prevents apps from being deleted.
Allow Music and Podcasts Rated Explicit - off
Movies - Don't allow movies
TV Shows - Don't allow TV shows
In-App Purchases - off - Prevents in-app purchases from being made.

Here's a screenshot of my recommendations:

Technology & SLPs: 2011, A Year in Review

Angela Desideri — Wed, 28 Dec 2011 13:33:00 GMT

As 2011 comes to a close, most SLPs will be using new technology like the iPad in therapy or know someone who is. Many SLPs are embracing this new and innovative therapy tool and most importantly seeing improvements with their students.

I decided to end my final blog post of 2011 with a review of some of the posts that provided the most comments.

Please post your thoughts on technology in 2011 and predictions for where it will take us in 2012! Sincerest thanks to all of you, my faithful readers, for your past support. I would like to wish you and your families a healthy and happy New Year!

#5: My Favorite Free App and AAC: 3 Things Every Parent, SLP, and Educator Needs to Know (these were tied)

#4: My Favorite Apps for Speech Therapy: Part 1

#3: iPad and Speech Therapy

#2: iPads in Schools

#1 most commented blog post:iPad: Should I Buy One?

Happy New Year, 2012!

My Favorite Free App

Angela Desideri — Wed, 14 Dec 2011 14:05:00 GMT

Typically, I don't use lite (free apps) for use in speech therapy. I find the in-app purchases and advertisements to be highly distracting and take away from learning. However, there are always exceptions and the Toca Hair Salon Christmas Gift is one of them.

So here is an early Christmas gift from Toca Boca!

How it works:

The app provides various options:

Comb
Cut
Add more hair
Blow dry
Take a picture
Shave
Color
Decorate

Example:

If you select the scissors, when you touch either Santa's hair or the Christmas tree, your hands become the scissors and whatever you touch is cut off. It comes complete with sounds that bring this action to life!

How I have used the app:

My students and I have been having so much fun using this app. It's simple, engaging, and it can be used to support students who speak any language.

My AAC users:

All of their devices and/or PECS books contain the following vocabulary:

I want, I like, more, cut, comb, color, shave, decorate, take a picture, and blow dry.

This app is a great way to work on verbs and requesting, stating preferences and recurrence. It's been fun to see what features my students have enjoyed. So far, blow drying, taking pictures, coloring, and decorating have been their top picks.

My students working on expressive language skills:

We work together and complete an outline where they map out the steps they want to do in the order they will do them.

Here's an example: First, I'm going to cut Santa's hair. Next, I'm going to comb his hair. Then, I am going to shave his beard. After that, I am going to color his hair green. The last thing I am going to do is take a picture.

This plan goes home with my students and they practice retelling the steps to their parents who have received an email of the picture that they created. It's a great homework activity that they love doing!

One more tip: every time a picture is taken, it's saved in your photo library. Some of my students really loved this feature and have frequently requested it. In the general settings you have the option to turn on/off the snapshot saving. Here is a picture that my students created. Happy styling!

My Favorite Apps for Speech Therapy Part 1

Angela Desideri — Wed, 30 Nov 2011 15:44:00 GMT

I wanted to share some of my favorite apps that I use for speech therapy. Please feel free to comment and tell me your favorite apps so I can add them to my wish list for the holidays!

My Play House by Shimon - This is an interactive play house that I use to work on play skills, turn taking, linguistic concepts, following directions, cause and effect, and much more.

The Social Express by The Language Express - This is a new app that was just released and it works on teaching social language skills. It's a comprehensive app that targets all aspects related to social thinking including: feelings, eye contact, interpreting non-verbal cues, conversational skills, learning how to be a part of a group, teaches the hidden social rules, sequencing and inferencing, coping skills, and much more! The app also contains the option to turn on "Teacher Tips" where it tells you what to say to your students when engaged in the app. It even comes with printable activities and lesson summaries.

Cinderella by Nosy Crow - I use this to work on comprehension, vocabulary development, following multi-step directions, choice making, social skills, narrative development and emotions. Some of the pages in the app I love are the invitation page, garden scene and the dancing scene where you can change the music.

What are your favorite apps?

iPads in Schools: Interview with an iPad Coach Part 2

Angela Desideri — Wed, 16 Nov 2011 13:07:00 GMT

In my last blog, I interviewed Dawn Hallett, iPad Coach at Warringa Park School in Melbourne, Australia. As you will soon learn from Dawn's experience, it takes a considerable amount of planning, training, and support to ensure the successful use of this new technology. Here is Part 2 of my interview with Dawn.

Angela: What is your school doing to train and provide ongoing support to staff?

Dawn: An essential part of my role is to provide training for my staff. I provide professional development on the basics of the iPad itself. We also encourage teachers to provide a workshop based around an application they are currently using. This happens every Thursday after school.

Although my official title is ‘iPad Coach,' I operate as a teaching and learning coach, with a focus on technology. I work alongside teachers for a term at a time. Together, we identify the level each student is working at, plan activities to enable the student to progress onto the next level and identify opportunities for using the iPad to support these activities. I will then model some lessons that integrate the iPad and provide support to my colleagues with further lessons.

Angela: How does your school ensure the iPads are being used for educational purposes?

Dawn: This is an expectation when teachers sign up for an iPad. As we don't download applications unless they are educational, our students are only able to use the iPad for educational purposes, even if they don't stay working on the app the teacher wants them to!

Angela: How are apps purchased and distributed?

Dawn: Each student is provided with an iTunes gift card. At the start, this was $50. The teachers are then provided with a list of suggested applications that total the amount and are asked to download these applications onto each iPad. For some older students, we quickly learned that some needed the restrictions applied, as Justin Bieber had been downloaded "accidentally" onto one iPad! But this has been part of the learning process for us.

When teachers plan at the end of each term for the following term, they identify applications that will fit with their topic and are then given vouchers that total the required amount. It is more beneficial to use iTunes vouchers, as there are always special offers, for example, buying $50 for $40. However, if a teacher desperately needs an app, our IT Manager will gift it to them.

Please share in the comment section how your school is using iPads and the success and/or challenges you have encountered!

iPads in Schools: Interview with an iPad Coach Part 1

Angela Desideri — Wed, 02 Nov 2011 12:26:00 GMT

In my last blog, I posted questions regarding the use of iPads in schools that many SLPs have. I'm excited to interview Dawn Hallett from Warringa Park School in Melbourne, Australia. Dawn has been kind enough to share more about her role as an iPad coach and comment on many of the questions that have been raised.

Angela: Please share with my readers more about your job as an iPad coach and your school?

Dawn: Warringa Park School is based out in the Western Metropolitan Region of Melbourne. The school has 304 students enrolled, from 5-18 years of age, all with additional needs. In June, 2010, we purchased 10 iPads to explore with students. The feedback from teachers and students was overwhelming and so we invested in additional iPads.

In October, 2011, Warringa Park was one of two special schools in Victoria chosen to take part in the Victorian iPad Trial. The purpose of this trial was to explore the impact of technology on students' learning outcomes. To support the special schools in the implementation, I was seconded to work for the DEECD for two months.

My main objectives were to compile a list of applications that could be used in different areas of the curriculum in a special setting and provide professional development to teachers of both schools. On my return to school, my role changed from being a classroom teacher to a full-time iPad Coach. My school had decided we were going to implement iPads 1-1 across the school and my job as iPad Coach was to support this implementation.

My primary roles were identified as supporting teachers with the integration of the iPad as a teaching tool in the classroom, along with conducting professional development for teachers and identifying applications to meet the learning needs of all students.

Angela: How does your school determine which apps to use?

Dawn: One of my main roles is to find applications that will support the learning in different areas of the curriculum. I continually research the internet and other app finding applications, then try the apps out before I decide whether to recommend them to colleagues. As many other teachers have started to research applications themselves, it is important that we make time to share the good and bad applications across the school.

Angela: How does your school evaluate if the apps are beneficial?

Dawn: From my experience so far, effective apps:

Are interactive and colorful
Enable teachers to set a level appropriate to the child's needs
May be used across the curriculum
Don't have pop-ups appearing constantly to distract our students.
Enable students to get the right answer, rather than presenting a "no" or just moving onto the next question
Speak words as well as display the words on the screen
Allow you to personalize them using pictures, labels and your own voice
Have breadth and depth that keep our students motivated

Be sure to read my next blog where we learn about Warringa Park School and their iPad success!

iPad & Speech Therapy

Angela Desideri — Wed, 05 Oct 2011 13:00:00 GMT

The iPad has become a significant part of daily therapy use for many SLPs. Recently, I had the opportunity to interview Jordan Sadler who owns Communication Therapy P.C., located in Chicago, Illinois. Jordan has agreed to answer questions regarding the use of the iPad in her private practice.

Angela: Please describe the setting and age of the population you are working with on the iPad.

Jordan: I own a private practice and we serve kids ages 3-12. We use the iPad with everyone.

Angela: Describe the benefits you have seen using the iPad.

Jordan: The iPad provides critical visual support to aid comprehension of language. It is also incredibly helpful as an augmentative communication device that aids kids in making transitions and processing emotions.

Further, I have clients who are using it as a dedicated AAC speech device very successfully. It is easy for kids to manipulate and so intuitive that they figure out how to navigate apps immediately.

Angela: Describe the challenges you have encountered using the iPad.

Jordan: I have had just one child who has had significant difficulties due to a severe motor disorder. It also has to be very well protected with a strong case to keep it from breaking if dropped. Also, when kids bring their own iPads and are familiar with favorite music or games on them, it takes some work to set limits around which apps can be opened and when.

Angela: What areas have you been using the iPad in therapy to address?

Jordan: We use it for language comprehension, early literacy, narrative development, linguistic concepts in math, voice output/AAC, sequencing, grammar, language concepts (e.g., prepositions), improving transitions, and improving expression of a wide range of emotions.

Angela: What criteria do you use for selecting apps for your students/patients?

Jordan: I look at their attention level, visual-motor skills, gross and fine motor skills, developmental level, and treatment goals.

Angela: What area(s) do you find that parents and teachers need the most training/support in when using the iPad?

Jordan: Parents and teachers need a tremendous amount of support.One of the most important considerations is simply how to choose from the enormous number of apps that are touted as being specifically for children with special needs.

It is difficult to figure out which apps are both of high quality and appropriate for one's child or student.The next challenge is taking the time required to set up each app; many of the apps I use for AAC incorporate photos taken with the iPad2 to customize them for a child; this takes time to learn and can become frustrating for parents and teachers.

I am reviewing apps specific to communication and AAC on my blog and contributing to the Spreadsheet of Apps for People with Autism that I posted on LinkedIn. I am also providing workshops for parents and clinicians in the Chicago area to highlight the wide range of apps out there for AAC and meeting with parents to individualize their iPads appropriately for their particular child. Everyone has gotten the message that this device can be beneficial to children with special needs, but then they purchase an iPad and ask, "Now what?" SLPs can play a significant role in answering this question.

Thank you Jordan for this information on your experience using the iPad!

Please add your experiences with the iPad in the comment section.