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LITERACY: AAC TO Z
No relevant fi nancial relationship(s) or nonfi nancial relationship(s)We have no relevant financial or nonfinancial relationships in the products or services described, reviewed, evaluated or compared in this presentation.
DISCLOSURE STATEMENT
SHANNON PAIGE, M.A. CCC-SLPSARAH GIGGS, M.A. CCC-SLP
(with a little help from the students and staff in Cypress-Fairbanks ISD!)
PRESENTED BY:
This presentation promotes use of core vocabulary strategies in functional literacy activities.
Participants learn to navigate a core vocabulary board to communicate basic wants and needs.
Participants learn to adapt books and play activities to increase participation.
Video case studies demonstrate how literacy activities promote vocabulary development for functional communicators.
ABSTRACT
We know as speech pathologists, we are here to support and promote functional communication in all settings.
WHAT IS OUR ROLE?
The primary question is, if therapy services are off ered, will the intervention provided make a diff erence in the student's classroom performance, ability to access the curriculum, and/or ability to reach his or her potential?
Without a doubt, we can help children:Pay attention (through direct teaching of routines and
front-loading vocabulary) Answer questions (through direct teaching of question
forms)Seek assistance (through teaching and modeling)Follow directions (through direct teaching of sequential
and spatial vocabulary/prepositions)Recall facts (repetition using a hands on/multimodal
approach)
WHAT IS OUR FOCUS?
Blosser, Jean L. School Programs in Speech-Language Pathology: Organization and Service Delivery-5 th ed..
WHAT IS LITERACY?
THE ABILITY TO READ AND WRITE
Estimated 2 million Americans with significant communication disabilities require Alternative Augmentative Communication (AAC) to assist with communication.
AAC may be low-tech or high-tech. Low-tech: picture icons, vocabulary boards, single switch
devices, step-by-step devices, etc. High-tech: typically generative voice output devices, made
up of words or phrases.
All children with language learning delays can benefit from having access to AAC, low- or high-tech.
WHAT IS ALTERNATIVE AUGMENTATIVE COMMUNICATION (AAC)?
Research indicates that for parents of children with disabilities, literacy is displaced as a high priority by more basic concerns for the child's health, physical development, and self-care (Light & Kelford Smith, 1993). Instead of having frequent opportunities to interact with print, they have limited opportunities. Instead of being (inter)active participants in pint-based activities, children with disabilities are passively involved, occasionally pointing or nodding when directed. From a very early age, individuals with and without disabilities have very diff erent literacy experiences.
FOOD FOR THOUGHT
Light, J., & Kelford Smith, A. (1993). The home literacy experiences of preschoolers who use augmentative and alternative communication systems and of their nondisabled peers. Augmentative and Alternative Communication, 9, 10-25.
More than 20% of adults read as or below a fi fth grade level– far below the level needed to earn a living wage.
70% of prisoners demonstrate limited literacy skills.
There are a limited number of adults with developmental disabilities with even foundational reading skills.
FOOD FOR THOUGHT
http://tea.texas.gov/literacy/TLI/
“Children must be given opportunities to learn about print. Reading is not a single skill; rather it is composed of a smoothly integrated system of skills coupled with a backdrop of world knowledge and experience. Reading is about extracting meaning. For young children, immersion in, and attention to, examples of the use of print - on cereal boxes, on signs, in books and magazines and games, and on television programs like Sesame Street - are everywhere.”
http://www.asha.org/NJC/faqs-literacy.htm
NATIONAL JOINT COMMITTEE FOR THE COMMUNICATION NEEDS OF PERSONS WITH
SEVERE DISABILITIES
Provides a channel for learning
Improves functional/vocational/career skills
Facilitates independent living
Increases academic success and learning potential
Light, J.C. & Kent-Walsh, J. (2003, May 27). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader.
WHY FOSTER LITERACY IN AAC USERS?
Formal literacy instruction begins when children begin school, but research supports that the foundation for literacy development begins much earlier. Children are exposed to books and printed word from an early age.
Adults facilitate early literacy experiences, typically through book reading. This provides an authentic opportunities for oral language and literacy development.
Light, J.C. & Kent-Walsh, J. (2003, May 27). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader.
EMERGENT LITERACY & ORAL LANGUAGE
Children who use AAC have fewer opportunities to access printed materials and engage in early writing
Children who use AAC may not have access to AAC during literacy activities.
Much AAC use focuses on external features such as requesting to turn the page rather than the text meaning.
Light, J.C. & Kent-Walsh, J. (2003, May 27). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader.
CHALLENGES IN EMERGENT LITERACY IN AAC USERS
Children with delays in receptive and expressive language are struggling to learn language at the same time they are expected to apply their linguistic knowledge to academic tasks.
There is a misconception that oral language has to come before literacy.
We have limited time to work with our students, so our interventions need to be well-planned and targeted.
Light, J.C. & Kent-Walsh, J. (2003, May 27). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader.
BIGGEST CHALLENGE
I cant even talk and they want me to do what…
LITERACY IS COMPLICATED
CORE VOCABULARY: The relatively small set of words with the highest frequency of use considered to make up 80% ofboth conversation and written text.
SIGHT WORDS: Commonly used words that young children are encouraged to memorize as a whole by sight, so that they can automatically recognize these words in print without having to use any strategies to decode
Automatic word recognition is necessary for reading instruction
Dolch high frequency word list are often the fi rst sight words introduced
220 of the words on the Dolch list are core vocabulary words
Witkowski, D., & Baker, B. (2012, September). Addressing the content vocabulary with core: theory and practice for nonliterate or emerging literate students. SIG 12 Perspectives on Augmentative and Alternative Communication, 21, 74-81.
WHY CORE VOCABULARY?
TYPICAL KINDERGARTEN SIGHT WORD LIST AND CORE VOCABULARY
KINDERGARTEN SIGHT WORDS
am andare atcan comedo get have likelittle lookme noton runsaid seethis toup wewill
COREVOCABULARY
all donehelpminemoresomethatwantwhatyes
agohereIinisitmynoouttheyou
Phonological Awareness: the ability to understand and manipulate the sound structure of a language Children with speech impairments and AAC users often
demonstrate delays in phonological development
Semantic & Syntactic Knowledge: emergent literacy experiences promote learning of semantic, syntactic, and morphological development necessary for literacy development May not have a way to express various
syntactic/morphological concepts using AAC and due to limited oral language abilities.
Light, J.C. & Kent-Walsh, J. (2003, May 27). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader.
LITERACY ACQUISITION CHALLENGES FOR AAC USERS
REFERENTIAL TEACHING:
Emphasis on the child demonstrate learning of curriculum content words (ex: herbivore)
DESCRIPTIVE TEACHING:
Emphasis on the child demonstrate learning using common words to describe (ex: green things), define (eat plants), or predict (not eat me).
Witkowski, D., & Baker, B. (2012, September). Addressing the content vocabulary with core: theory and practice for nonliterate or emerging literate students. SIG 12 Perspectives on Augmentative and Alternative Communication, 21, 74-81.
REFERENTIAL VS. DESCRIPTIVE TEACHING
High quality literacy instruction utilized both referential and descriptive teaching methods!
Requires significant time investment from SLP or staff to program AAC with content/curriculum specific vocabulary
This vocabulary has little functional use to children outside of the classroom/lesson
This vocabulary is most often used to label or respond to direct questions during instruction
Witkowski, D., & Baker, B. (2012, September). Addressing the content vocabulary with core: theory and practice for nonliterate or emerging literate students. SIG 12 Perspectives on Augmentative and Alternative Communication, 21, 74-81.
THE PROBLEM WITH REFERENTIAL TEACHING
Child can focus on language development and participate in literacy activities regardless of their level of language functioning.
Promotes functional literacy and communication skills of describing, comparing, defining, explaining.
Descriptive teaching promote learning of semantic, syntactic, and morphological development which is often delayed in AAC population.
HOW DESCRIPTIVE TEACHING CAN HELP THE AAC USER
§110.11. English Language Arts and Reading, Kindergartenb1A Recognize that spoken words can be represented by pr int for communicat ionb1C Demonstrate the one-to -one correspondence between a spoken word and a pr inted word in textb1E Recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundar ies (e .g . , through k inesthet ic or tact i le act ions such as c lapping and jumping)b2A Ident i fy a sentence made up of a group of wordsb3D Ident i fy and read at least 25 h igh- f requency words f rom a commonly used l is tb4A Predict what might happen next in text based on the cover , t i t le , and i l lustrat ionsb4B Ask and respond to quest ions about texts read a loudb5A Ident i fy and use words that name act ions, d irect ions, pos i t ions, sequences, and locat ions;b6A Ident i fy e lements of a story inc luding sett ing, character , and key eventsb8B Descr ibe characters in a story and the reasons for their act ionsb10B Rete l l important facts in a text , heard or readb10D Use t i t les and i l lustrat ions to make predict ions about textb16Ai Past and future tenses when speakingb16Ai i Nouns (s ingular /p lura l)b16Ai i i Descr ipt ive wordsb16Ai i iv Preposit ions and s imple preposi t iona l phrases appropr iate ly when speaking or wr i t ing (e .g . , in , on, under, over)b16Av pronounsb16B Speak in complete sentences to communicate
SLP CAN SUPPORT LITERACY AND LANGUAGE TEKS THROUGH
THERAPY
A Core Communication Board (Core Board) is a research based low technology (low tech) tool that can come in many shapes and/or sizes to support functional communication with children and adults.
PARTS OF SPEECH/COLOR CODING
Goossens’, Crain, & Elder Color-Coding System:
VERBS: Words Which Tell Action-OPEN, COME (Pink)DESCRIPTORS: Adjectives and Adverbs-PRETTY, SLOW (Blue)PREPOSITIONS: Position Words-IN, OFF (Green)NOUNS: Person, Place or Thing-CAR, STRING, MARY (Yellow)MISCELLANEOUS/LITTLE WORDS: (Orange)
‘Wh’-Words/Questions WHO, WHAT, HOWExclamations/Interjections, etc UH OH, WOWNegative Words/Negations NO, DON’TPronouns: Personal/Possessive I, YOU
Goossens’, C., Crain, S., & Elder, P. (1992). Engineering the Classroom Environment for Interactive Symbolic Communication. Southeast Aug Comm Conference Publications, 2430 11th Avenue, N, Birmingham, AL 35234.
Descriptive Teaching: Using the Core Vocabulary Board in Activities to Promote Communication and Emergent Literacy
Adapting Environment, Materials, and Lessons to Promote Communication and Literacy
Where do I begin?Reading A to Z
Joy Cowley
New2You (Joey’s Locker)
Spot Series
Basic Sight Word Books
ADAPTING MATERIALS AND BOOKS
Familiar topic
Concentration of core vocabulary
Familiar vocabulary paired with new vocabulary
Pick the right book (Just right books)
Leveled to meet the needs of the child
CHOOSING BOOKS
FOUNTAS & PINNELL
Adapting materials (books) Simplify complex texts using core vocabulary to improve
familiarity
Adapting lessons Pick specific vocabulary to target and emphasize during
lesson Plan ahead!
ADAPTING MATERIALS
Word Walls
Natural Aided Language Boards (Van Tatenhove, Pixon Project)
Anchored wall charts that contains core vocabulary and same layout as child’s low-tech or high-tech device that SLP/staff models during literacy activities
Add symbols and environmental print in classroom-We should bombard the children with targeted words in every possible activity
Use similar boards/device layout with all students
ADAPTING ENVIRONMENT
“I like it”
“He is happy”
“She is tired”
“They do not like it”
CHARACTER AWARENESS
“It is big”
“It is yucky”
“It is yellow”
DESCRIBING EVENTS, ACTIONS, AND OBJECTS
We have to be aware of the vocabulary we are using in drill activities. Think about vocabulary and what the child needs both in the home setting and the academic environment.
How will that child pass a sight word assessment if they are unintelligible?
A FEW THOUGHTS ON VOCABULARY AND SPEECH SOUND DISORDERS
Final Consonant Deletion CVC him
them mine some come am one turn can on in
eat sit out
Stopping some see say sad sick sit yes fast fat for foot face
fi nger off
wash
CORE VOCABULARY AND SPEECH SOUND DISORDERS
Cluster Reductionplaystop
swingstir
slidesmellsleepsmallslowcleanclimb
Velar Frontingcan
comegirlgo
goodgreenget
drinkwork like look
CORE VOCABULARY AND SPEECH SOUND DISORDERS
The University of Nebraska http://aac.ul.edu/VLN1.html
Gail Van Tatenhove’s and the Pixon Project www.vantatenhove.com
Caroline Musselwhite www.aacintervention.com
Joanne Cafierro PH.D. www.cafierocommunications.com
WEB RESOURCES:
