PARTNERSHIPS CAPACITY supporting STUDENTS …

developing PARTNERSHIPS building CAPACITY supporting STUDENTS implementing TECHNOLOGY


Welcome to Touch Chat for iPad Training

• My name is Jessy To

• I am a Teacher (Special Education/ESL background)

• I am a Tier 3 Consultant

• Please visit my After Share website for resources

and additional support materials after this training


My Objectives…

• To Introduce Touch Chat to beginner Learners and share some implementation strategies

• To explain how to utilize SMART goals when planning for our AAC students

• To support your understanding how to do basic programming of TouchChat


Shape of the Day


Low Tech Communication Ice-BreakerWarm Up Activity

5 Modes of AAC

• Gestures

• Sounds/voice

• Picture/ word boards

• Technology

• Objects

Exercises(non-verbal)• Get into partners; tell

your partner your favorite Color

• tell a partner your favorite animal

• tell your partner your favorite music


Debrief/Discussion

• How did it feel to communicate without a voice? Was it hard?

• How many of you got your points across?

• How many of you felt misunderstood and frustrated?

• What other emotions did this activity elicit?

• How many of you found another mode of communication to be more effective than using your voice?


Introducing SMART Goals for Assessment:

• http://study.com/academy/lesson/smart-goals-for-students-definition-and-examples.html

http://study.com/academy/lesson/smart-goals-for-students-definition-and-examples.html

Creating Smart Goals for AAC Students:

SpecificMeasurableAttainable

Realistic (Relevant)Timely

Specific:

A specific goal has a much greater chance of being accomplished than a general goal. To set a specific goal you must answer the six “W” questions:

*Who: Who is involved?*What: What do I want to accomplish?*Where: Identify a location.*When: Establish a time frame.*Which: Identify requirements and constraints.*Why: Specific reasons, purpose or benefits of accomplishing the goal.

Example: General Goal for a student is “Use Touch Chat more often”Specific Goal is “ Johnny will independently utilize TouchChat to make a 2 word phrase to greet his teachers/peers in the morning in class 3/5 times a week”

Measurable:

Attainable:

Relevant and Timely:

• Ask yourself “is this goal reflective of where my student current social competence and operational competence? ” “How can I extend this goal to provide a little more challenge but with the right support system in place?”

Four Primary Functions of AAC- Heart of IEP Goals:

This should be the heart of your IEP goals:1. Expression of wants and needs2. Exchange of information3. Social closeness4. Social etiquette

Example of a SMART AAC Goal:

EARLIEST COMMUNICATOR: To increase

classroom participation and involvement by

the end of the one-year IEP period, Tommy

will direct the action of the teacher or peer

using his AAC system (a single-switch voice

output device or single 2” symbol on paper)

by using the word “go” or “stop” given a level

1 prompt (general statement: “If I hear “go”, I

can start the blender.) and 10 seconds of wait

time. He will use a target word 2 times per

classroom activity in 4/5

opportunities. Baseline: Tommy requires a

level 4 prompt to say “go” in classroom

activities and does not yet use the word

“stop”.

http://praacticalaac.wpengine.netdna-cdn.com/wp-content/uploads/2013/03/Lauren-Enders-at-Work.jpg

http://praacticalaac.wpengine.netdna-cdn.com/wp-content/uploads/2013/03/Lauren-Enders-at-Work.jpg


Practice Making a Smart Goal AAC Users:

1. Writing IEP Goals for Authentic Communication (Linda Burkhart and Gayle Porter) –• Group Activity (get into groups of 4’s/5’s read article)

2. Dynamic AAC GOALS (Dynovox)

3. SMART Goal Planning Worksheet

(Make your own SMART AAC goal and share )

http://lburkhart.com/Writing_IEP_Goals_rev11.pdf#page=9&zoom=auto,-96,444

AAC Goals Grid 2pg 6-10.pdf

F2BFF8_smart-goals-worksheet.doc


We Want Our Students to Communicate Successfully and Independently!


Let’s Focus on Four Essential Things:

1. Operational Competency

• ability/skill to independently access

and/or operate the communication

system

(physical/navigation/programming)

2.Linguistic Competency

3. Social Competency

• development of social rules, turn taking, asking and

answering questions etc.

4. Strategic Competency

• learning to use the AAC

systems strategically by

improving speed, repairing

breakdowns, switching

communication systems

depending on the

communication partner and

the activity.

Success in the Classroom

Successful AAC classroom implementation is like a puzzle with many different pieces that need to fit together:Parts of the puzzle

• A communication system with appropriate vocabulary to meet the needs and level of the student

• Operational competency of the communication system• Vocabulary of Classroom schedule and activities • Vocabulary important to the student• Knowledge of what motivates the student• Knowledge of goals and objectives


TouchChat Training/advising is provided in…

•Collaboration of a SET BC Consultant and an AAC Consultant in your district


SET-BC Consultant Role:

Consults with school team to decide which device is appropriate to request; places request for device with SET-BC Loan Bank

Provides TECHNICAL training on use of device

Is the person to call when the device breaks, gets damaged or stolen


AAC Consultant/SLPRole….

• Receives device for school team

• Advises of appropriate vocabulary

• Demonstrates ACTIVITIES AND STRATEGIES TO USE DEVICE.

• Is consulted with by school team if need arises to significantly alter vocabulary.


Teacher Role….

• Receives device for school team

• Advises of appropriate vocabulary

• Demonstrates ACTIVITIES AND STRATEGIES TO USE DEVICE.

• Find opportunities in the classroom to implement the device

• Is consulted with by school team if need arises to significantly alter vocabulary.


Learning Support Worker Role

• To model and encourage the student to use the device throughout the day

• To pay attention to vocabulary necessary for student to participate in an activity

• Pay attention to the needs of student and report back to SLP/AAC specialist “necessary vocabulary” that will allow student to access curriculum


Touch Chat Introduction:

• TouchChat is a full-featured communication solution for individuals who have difficulty using their natural voice

• TouchChat is designed for individuals with Autism, Down Syndrome, ALS, Apraxia, Stroke or other conditions that affect a person’s ability to use natural speech


Examples of How Touch Chat is Used..

• https://www.youtube.com/watch?v=yfDYHq65NrU (Intro. to TouchChat)

• https://www.youtube.com/watch?v=tSbbtzlnCfk (communication at school)

• https://www.youtube.com/watch?v=Oscw-Zp5AK4 (Touch Chat for Math)

• https://www.youtube.com/watch?v=NupFACaYW-I (Communication at home)

https://www.youtube.com/watch?v=yfDYHq65NrU

https://www.youtube.com/watch?v=tSbbtzlnCfk

https://www.youtube.com/watch?v=Oscw-Zp5AK4

https://www.youtube.com/watch?v=NupFACaYW-I


Vocabulary Files


• Is offered in a Student, Adolescent and Adult version

• Was created for School-aged individuals with emerging language skills

• Vocabulary based on sentences, phrases, individual words, recordings for story telling/visual scenes

• Symbol supported with exception of core words

MultiChat 15


• Designed for children.

• Contains vocabulary for home, school, and general communication

• Vocabulary is a combination of words, phrases, sentences

• Both portrait and landscape version of Primary are included with TouchChat

Primary


• QWERTY keyboard page set

• Four word prediction buttons

• Pre-stored phrases

Spelling


• Designed by Gail Van Tatenhove(PA, MS, CCC-SLP)

• Designed for adults and adolescents with developmental disabilities.

• Carrier phrases, interactive sentences, activity vocabulary and naming words.

• Uses a 12 location page layout

• Both portrait and landscape versions of VacabPC are included

VocabPC


My QuickChat

My QuickChat is an introductory communication system geared toward individuals with complex communication needs.

It offers a high frequency, phrase-based communication system in an easy-to-use, yet very engaging format.


• Vocabulary based on core words, fringe vocabulary, spelling and word prediction.

• Allows a user to generate spontaneous communication through word based communication (not based on pre-stored vocabulary/phrases

Word Power


Basic

Basic is a vocabulary option with 4 buttons per page for those needing minimal targets.

• For evaluation purposes

• Very limiting – must do a lot of navigating


My Core

My Core is a combination of core and phrase based vocabulary geared toward individuals with literacy skills.

• Combination of core and phrase based vocabulary geared toward individuals with literacy skills

• No symbol support


Language Functions

• Greetings-what's up, how’s life treating you? • Parting-later, see you later.• Request assistance-help, do, do you have time…• Existence-that, this, look, see, first, • Nonexistence-away, all gone, no more • Rejection-no, stop, • Comment-mean, big, like • Cessation-stop, different, wrong• Recurrence-more, again

• Directive-go, stop, get, put


Screen and Speech display bar

A TouchChat screen is made up of the vocabulary area filled with various layouts of buttons.

The menu bar allows access to editing menus and let’s you choose which language configuration will be used.

Pages can be linked to one another with navigation actions.


• LOCKED = The MASTER COPY of this particular vocabulary set.

• UN-LOCKED = A COPY of one of the master vocabulary sets. You can make any changes you like to an unlocked vocabulary set.

• When your AAC consultant provided you with the device, she will have COPIED a LOCKED MASTER to give you an UN-LOCKED vocabulary with your student’s name next to it.

• This UN-LOCKED STUDENT VOCABULARY is the one that you will eventually alter for your student.

•

LOCKED and UN-LOCKEDVocabularies


• Vocabulary sets in TouchChat MUST be copied before they can be edited.

• To Copy a default vocabulary set:• Make sure that you are on the vocabulary list screen. If not:

• Touch Vocab (top left of screen)

• Touch Choose New Vocab

• Touch Menu (top right of screen)

• Touch Copy a Vocab

• Select the Vocabulary set from the list. Word power 24 with phrases

• Title your Vocab. “Nov.8th Training”

• Touch Save (top right)

Loading/Copying a Vocabulary Set


Session ActivityCopying and Using Vocab Sets

• Touch the unlocked vocabulary set to enter Training Nov.8 vocabulary.

• Let’s explore the vocabulary set. In groups of 2 or 3, try to ask: • Hello!

• How are you?

• Tell them about your weekend.

• Ask them for a chocolate milk.


Touch Chat Settings Options

Settings:• Sections in Settings• Navigation• Page Size• Editing• Speech• Speech Display Bar• Expanded Speech Area• Speak• Tilt


TouchChat SettingsMenu Settings (4th from top)

• Speech (voice/rate)

• Speech Display Bar

• Speak

• Tilt

• Buttons (Access)

• Social Networking


Session ActivityTouch Chat Settings

• Explore the settings on your device

• Ensure the settings are appropriate for your student.

• Consider the following:• Speech

• Speech Display Bar (Message Window)

• Speak

• Tilt

• Buttons


Locking User Settings:

Three ways to secure user settings:1. Settings Editing Use Menu Passcode

2. Turn “Allow Editing” On/Off Tap Menu Settings Scroll down to Touch Chat Switch On/Off

3. "Lock" users into TouchChat using Apple's new Guided Access

Settings General Accessibility Guided Access (On)/ Accessibility(On)


Editing Buttons


Editing a button

• Select button to modify –Edit Button Pop‐Up

• Select “Edit This Button”

• You will now be able to edit features of the button


Editing Mode/Modifying ButtonsAdding vocabulary and pictures for your student

• Navigate to SOCIAL I’m…

• You need to go into EDIT MODE (orange banner at top)

• Touch Menu (top right)

• Touch Edit Page (bottom of menu)

• Touch the button you wish to modify.

• Touch Edit This Button

• Fill in:• Label, message, symbol/image, style• Press SAVE (top right)• NOTE: You are still in EDIT MODE. To use new altered vocabulary, touch

DONE (top left).


Session ActivityModifying Buttons

• Let’s MODIFY a few buttons to practice customizing a vocabulary set for your student’s needs.

• Touch the People button to navigate to the People page. • Then touch, School People • Go into EDIT MODE

• Touch Menu (top right)• Touch Edit Page (bottom of menu)• Touch the blank button on top left.• Touch Edit This Button• Add yourself including your image (Import Image Camera)• Try changing Font, Font Size, Text Color, Body Color, etc.• Touch Save when done.• Touch Done on top left.


Copying/Pasting Button Style

• Avoiding customizing each button’s specific details separately (background colour, font colour, border etc…).

• Still on the School People page

• Touch Menu Edit Page

• Touch the purple student button

• Touch Copy Button and Style

• Touch another blank button

• Touch Paste Style Only or Paste Button and Style


Hiding Buttons

• At times presenting all buttons on the page may be overwhelming to a student – rather than deleting buttons you may want to hide them for a period of time.

• Navigate to the SOCIAL page.

• Touch Menu Edit Page• Touch the maybe button – and touch Edit This Button.

• Scroll down to Visible and move slider to OFF

• Touch Save and touch Done.

• The maybe button is now hidden


Rearranging Buttons using Drag and Drop

• Once buttons have been added to a page you may want to rearrange them for various reasons.

• Navigate to the Stores page (Touch PLACES STORES).

• Touch Menu, then Edit Page.

• Touch, hold, drag and drop the button to a new location.

• Watch the buttons swap!


Session ActivityHiding/Rearranging Buttons

• Use the hide and rearrange features to customize the vocabulary set for your student.

• Navigate to the SOCIAL page.

• Hide some of the phrases until you have specific buttons that you want your student to begin with.

• GET OUT OF EDIT MODE THEN.

• Navigate to the COLORS page (DESCRB COLORS).

• Touch Menu Edit Page.

• Rearrange the buttons by touching, holding, dragging, and dropping them to new locations.

• Touch Done when finished.


• Tap Menu and tap Edit Page

• Tap Menu and tap Add New Page

• Give the page a name

• Select how many rows and columns

• Tap Save

• Start creating buttons for this page

• Tap Done when you are finished

How to Create New Page


• We are going to create a park page.

• Navigate to Places

• To add a page - touch “menu” and touch “edit page”

• Touch “menu’ and then “Add New Page” – edit the name, and rows on page (be SPECIFIC of your page name e.g. Stanley Park)

• Click Save

• Your page is now ready to be edited!

Session Activity- Creating a Park Page


How to find the “New Page” you just created?

• Tap Menu

• Tap Edit Page

• Tap Menu again

• Tap Load Another Page

• Type in the (Specific Page Name) you just created

• Select your “new page”

• Begin Editing


• Now you created a NEW page about Park

• Link the Button

• Select Places from the main menu

• Select the Park Button

• Tap Menu Select Edit Page Tap on Park Button Select Edit this Button

• Go to Button Actions (scroll bottom) Tap Add Scroll the menu option until you find Navigate button

• Tap Navigate under the search bar Type in the Specific Name of your Page you created (E.G. Stanley Park)

Activity- Linking a new page to a specific Button


• Silver Kite - http://www.silverkite.com/touchChat/

• TouchChat - https://touchchatapp.com/(Video tutorials and free webinars available)

Touch Chat Resources and Support Materials


• Save your customized vocab set.

• Login to the student’s iTunes account.

• Connect the iPad to a computer with iTunes installed.

• The iPad will appear up on the left side to show it is connected to iTunes.

Backing up Vocabulary Sets


• From within TouchChat - Touch Vocab

• Touch Choose New Vocab to return to the list of vocabularies available in TouchChat.

• Touch Menu.

• Touch Import/Export Vocab.

• Touch Export a Vocab.

• Select the student’s vocab set from the list.

• Name your vocab set.

• Touch Save.

Backing Up (Continued)


• Return to iTunes

• Select Apps and scroll down to File Sharing.

• Select TouchChatHD.

• View TouchChat Documents.

App File Sharing

Activities and Ideas to Promote AAC in the classroomand school environment


Introduce the AAC device using motivating and familiar activities

• Red Light/Green Light Rule (Kelly Fonner): when introducing new technology or system, do it in the context that is motivating or familiar for the student. Lessens the cognitive load and we all focus best within activities that we like and/or know.

School Environment includes

• Classroom

• Playground

• Inside school locations: library, gym, office, bathroom, hallway, cafeteria

• Field trip environments

• Work experience

• Skills for life

• Elementary, middle, high school

• LA room and separate work rooms


Have a No Tech Backup System

• This is important if the technology breaks down or when it is not practical to use the device (swimming, boating, tobogganing, athletics etc.)

• Don’t re invent the wheel; print out what you already have by: screen capture and print page from device or editing software

• Create a modified partner assisted scanning system with Boardmaker or with the PODD software.

Provide the AAC user with enough time to communicate

Structure the Environment to Increase Communicative Opportunities

• Sabotage the environment: set up situations that will require the child to make a request, for items or help

• Give materials that require assistance

• Give small amounts of a food or item that requires continued requesting

• Place materials/favorite toy in view but out of reach

• Provide choices

Provide Many Opportunities For Use of the AAC System

• Don’t restrict the use of the AAC system to only certain times during the day. AAC system should be available all day, every day. This leads to generalizing what they’ve learned

• Provide opportunities to develop linguistically (access to core and fringe vocabulary to produce phrases and sentences)

• Provide opportunities to develop socially (include other students and include communication buttons with phrases and sentences around social language

Model Model Model

• Model the use of the AAC system. Children do not know how to intuitively use it.

• Model during different activities in different environments.

• Other children in the class can also model the use

Visual Scenes

• This is a feature in some communication devices that allows you to add a photograph that takes up a large portion of the screen so that you can add messages around the photo or in some devices add hot spots so that certain parts of the photo itself can speak the message.

• Photos can be supplied by the family so that students can communicate to other students about their hobbies and interests or significant things that have happened in their lives.


School Based Activities

• On the fly: within the context of the classroom environment and schedule: no activity to prepare but need access to vocabulary

• Pull out and structured: easier to manipulate the activities. Need to prepare both the activity and the vocabulary.

Classroom Communication Inventory

Classroom Communication Inventory

• Communication Opportunities

• 4 Types (what is the function of the communication that occurs in the classroom?)

• Conversation/Interaction: opportunities to communicate with peers or adults

• Academic/Participation: opportunities to communicate within an academic/educational activity

• Language/Literacy Learning: vocabulary development, comprehension skills, literacy (reading and writing)

• The Basics: Basic messages that involve wants, needs, and routines occurring throughout the daily classroom setting, ierequest help, ask to go to the bathroom, response to regular occurrence

Success with Implementing any AAC Devices… Helping your child become used to and familiar with the device is critical to their overall success with the device. Following are a few “keys to success” to keep in mind as you and your child begin working with your SGD:

• Keep it Handy: Children will spontaneously use their AAC devices if it’s charged, turned on and accessible. DO NOT allow your child’s device to be left in a backpack or put away in a closet. Make sure the device is always available, whether mounted on a wheelchair or nearby on the kitchen table or a night stand.

• Keep it Fun: Encourage device use during activities that are meaningful and enjoyable. However, don’t push too hard or too fast; you don’t want your child to see the device as something that makes life harder.

• Keep it Interesting: Follow your child's interests and passions. This will help to expand his or her vocabulary most easily.

• Keep it Up: Becoming proficient with AAC requires regular device use and practice. Encourage your child to use the device and give them the support and professional help they need to achieve success.


• Name and unlock any vocabulary set you wish to use with your student.

• Begin customizing buttons and pages to your students needs.

• Ask Questions!

Bonus Activity(Time Permitting)