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Wednesday, May 30, 2012
Minspeak E-Newsletter, Issue 50
Monday, May 28, 2012
Re-Post: Utterance-Based Communication (J. Higginbotham)
Utterance-Based Communication:
One Voice No Longer Fits All
One Voice No Longer Fits All
An Interview with Jeff Higginbotham, Ph.D., Partner, AAC-RERC;
Professor, Department of Communicative Disorders and Sciences, University at Buffalo
Professor, Department of Communicative Disorders and Sciences, University at Buffalo
For
designers of utterance-based communication devices, conversational
interaction is no longer a one-voice activity, declares University at Buffalo professor and AAC-RERC Partner Jeff Higginbotham. “In addition
to adopting the right-tool-for-the-right-task concept,” he remarks,
“we’re beginning to design devices that can be utilized by both partners
in a communication activity.
Surprisingly, Dr. Higginbotham points out, “many device manufacturers
don’t promote the reality that the device user’s conversation partners
may read the display screens as the words appear so that they can
respond quickly and keep the conversation going.”
Among manufacturers, he adds, “this is a major design irony; their devices are developed to accommodate an individual user model and don’t provide for the possibility – in fact, the likelihood – that the user’s conversation partner will become a user of the device as well.
Among manufacturers, he adds, “this is a major design irony; their devices are developed to accommodate an individual user model and don’t provide for the possibility – in fact, the likelihood – that the user’s conversation partner will become a user of the device as well.
“When we zeroed in on the problems that can arise in an interaction
involving an utterance-based communication device we learned that those
problems were not exclusively associated with the device user. These
issues also involve the attentional limitations and expectancies of the
partner who is engaged with the user of the device, the quality and
appropriateness of the synthetic speech as it’s being produced and the
availability of other modes of representing information.”
CLICK HERE to read the remainder of the Higginbotham article.
The remaining paragraph headings:
Face2Face: Keeping Conversation Participants in Time
Less Oversight for Proliferating Non-dedicated Technologies
Enter inTra
Consistent with Dr. Higginbotham’s conviction that socially inclusive
interaction requires the participation of at least two individuals and
the coordination of expression between them in time, the Face2Face inTra
project has developed a front-facing display and a technology that
couples the transcribed utterances of the communications partner with
the utterance spoken by the AAC user
InTra as a Classroom
WebCrawler is Just-In-Time
Timing Remains an Issue, albeit Less of One
Transferring the Technology
The Future: Internet Connectivity; GPS in the Wings
RESOURCES
Thursday, May 24, 2012
Updates from L.A. A.T. Collaborative Meeting
Thank you, Lauren Wetzler (ATEC) for this info from the May 17th meeting!
Updates from Collaborative Partners:
Rosemarie Punzalan (AT Network)
o AT Network provides trainings/webinars on various areas of AT: http://www.atnet.org/news-events/calendar.php
o Disability Capital Action Day (Sacramento) – May 30th, 2012 http://disabilityactioncoalition.org/
o AT Network’s Exchange provides free short-term AT Loans: https://exchange.atnet.org/
Michael Martinez (Jr. Blind)
o Jr. Blind Olympics: http://www.juniorblind.org/site/junior-blind-olympics
o Student Transition Programs: http://www.juniorblind.org/site/student-transition-and-enrichment-program
o Various other programs/events at Jr. Blind: http://www.juniorblind.org/site/
AT Resource/Flow Chart:
The
participating collaborative members made further edits to our AT
resource flow chart, we are still looking at making further edits to
this resource in hopes of it being a valuable resource regarding AT for
people we serve.
Other Resources/Events/Info:
· AT Workshop “Funding Sources for AT” by State Council on Developmental Disabilities Area Board XI (Hosted by Frank D. Lanterman Regional Center and ATEC) – Thursday, June 21st from 12-1 p.m. Participate in-person or online. (flyer attached)
· So. Cal AAC Network http://scaacn.blogspot.com/ (Handout available on blog by Kara Bidstrup: From Eat Cookies to Asking Questions – Language Therapy in AAC) and other resources
Monday, May 21, 2012
Link Exchange from Mom's With Apps
144 strong! Have fun browsing...click each app title for the link.
From http://momswithapps.com/, posted 5/17/12
Add links to your favorite apps, blog posts, Facebook pages – or any
link that covers family-friendly apps. Please include the app name (or
page name) in the Link Title, your email, and a URL. Thanks for
participating!
Saturday, May 19, 2012
CO-PLANNED SEQUENCED SOCIAL SCRIPTS
Thanks to Caroline Musselwhite, this excerpt from her Can We Chat bookette and training on the use of Social Scrips via AAC is available online. A GREAT follow up to the training at the SCAAC-N Spring Quarterly Meeting! DOWNLOAD the Can We Chat excerpt HERE!
A sneak peak:
WHAT ARE SOCIAL
SCRIPTS?
Social Scripts are interactions such as
joke-telling, sharing life stories and general conversations. They help persons
using augmentative and alternative communication (AAC) move beyond wants and
needs to using 'real' communication for conversational purposes. They support
students in learning to claim, start, and maintain turns in a conversation.
This bookette primarily provides ideas for beginning communicators....
We
must use a variety of strategies to ensure that augmented communicators - even
those with limited access skills, can achieve interactions that are:
frequent
motivating
self-initiated
varied, to maintain interest
ongoing, with multiple turns
w/ a range of partners, including peers
a way to model a range of pragmatics
low maintenance
(do them "on the fly")
motivating
self-initiated
varied, to maintain interest
ongoing, with multiple turns
w/ a range of partners, including peers
a way to model a range of pragmatics
low maintenance
(do them "on the fly")
One
strategy to address these needs is to develop age-appropriate, motivating
Social Scripts that may be easily accessed, even by beginning communicators.
These social scripts should fulfill several areas of the agendas or social
purposes described by Janice Light (1988).
Give Social Scrips a whirl!
Many thanks to you, Caroline, for your great work!!
DOWNLOAD more sample Social Scripts Caroline presented at a Pre-Conference Session at Closing the Gap,
2001. Here is one of them:
Hey, Mom.
Come here!
Oh no!
I've got to do my make-up for the Prom!
It's getting late.
Hurry, Mom!
Remember, my dress is blue.
Let’s do lipstick first.
Please . . . not purple!
Keep my lipstick on my lips.
Don't get it on my teeth.
I don't want to look like Bozo.
I have that red hair!
I want to look like Britney Spears.
She's beautiful.
Could I have a little more mascara, please?
Thanks!
I can't wait to get to the Prom!
Mom, you did a great job.
I don't want to miss the dance.
Let's go!
AAC & AT Downloads - School Setting Info Abounds!
Great resources. Hawaii Dept of Ed, British Columbia, the world wide...AAC assessment, implementation, and planning abounds!!!
The Hawaii Department of Education may be a long way from home, but they're no strangers to our students' complex communication needs and best interests. Take a peek at these two resources (click each title to download PDFs):
- Augmentative and Alternative Communication Handbook (11 pgs, HERE) features: Easy reference table of AAC types, description of communicator/learner types, case example of feature matching, sample AAC matrix for collecting info on communication competence, sample IEP goals that match AAC to content standards at different grade levels, book references.
- Assistive Technology Handbook (13 pgs, HERE) features: Action Steps flowchart, IDEA requirements, standards of practice, examples of modifications and adaptations, source documents.
AAC: A Way of Thinking (2003, 68 pgs, HERE) Supporting Augmentative & Alternative
Communication Technologies in the Classroom, Second Edition - This comes to us from Special Education Technology - British Columbia (Ministry of Education, Canada). 68 pages well worth a download and thorough perusal.
Communication Technologies in the Classroom, Second Edition - This comes to us from Special Education Technology - British Columbia (Ministry of Education, Canada). 68 pages well worth a download and thorough perusal.
A preview of the AAC: A Way of Thinking contents -
- Section
1: Planning for the Use of AAC Technologies
RolesAssessmentAccessTransition / Adulthood - Section
2: AAC Intervention
Models of InterventionMessage SelectionLiteracy & AACAAC Outcomes - Section
3: Voice Output Communication Aids
Devices: Single-, Multiple-, Dynamic, Sequencing, Text-to-Speech - Glossary (nice!), References & Resources
SET - Special Education Technology (Many thanks Canada!)
Wow!
Special Education Technology in BC (British Columbia, Canada) has multitudes of resources to offer. Online. Free. (!) In addition to their 2003 doc (see last post) they delve into the following. Share your visual resources on the Picture SET site...
Created for BC students with perceptual disabilities.
- Accessible Books are children’s picture books in accessible formats.
- Books are scanned and images added to accessible software.
- Text is recorded using digitized (human reader) or synthesized (computer speech) speech.
- The graphics, text and narration are then available for reading on computer or touch devices.
- The student uses assistive technology to access the books.
Books for the collection are chosen based on the following criteria:
- Comprehension enhanced through pictures.
- Recommended children’s literature.
- Curriculum content at early reading levels.
- Locally relevant content.
CURRICULUM SET - is a collection of resources that
facilitate the sharing of customized technology-based content among
educators working with students who use assistive technology. This
searchable database enables educators to find, download, and customize
activities, templates and public domain accessible books based on the
ten areas of the curriculum as set out by the BC Ministry of Education. CurriculumSET resources are created and updated by dedicated professionals working with students in British Columbia.
PICTURE SET - is a collection of downloadable visual supports that can be used by
students for both receptive and expressive communication in the
classroom, at home, and in the community. This searchable database
allows you to find a wide range of useful visual supports for different
curriculum areas, activities, and events. PictureSET resources are
created and updated by dedicated professionals working with students in
British Columbia.
Thursday, May 17, 2012
Transition - AAC Inventory (Temple Univ)
CLICK HERE to download the Augmentative and Alternative Communication Device Skills Inventory For Transitioning Students from Temple University Institute on Disabilities.
The purpose of this inventory is to determine the student’s knowledge and competence related to the care, upkeep, and services required for ongoing use of communication and related assistive technology devices in anticipation of their transition out of a school-based environment.
JOBS! AAC Consultant, Illinois (FT/PT)
Augmentative/Alternative Communication Consultant Full-time and Part-time
Job Description: Augmentative/Alternative Communication (AAC) Consultant
Job Responsibilities: The
Augmentative/Alternative Communication Consultant (AAC) supports the
NSSED student outcomes vision and helps students become successful,
happy adults in home, school, work, and community by providing programs
and services that ensure students:
a)
acquire/use knowledge and skills, b) interact well with others and have
friends, c) take appropriate action to meet their needs, d) care about
and contribute to society, and e) take actions to maintain health and
wellness.
The
AAC Consultant supports the student outcomes vision by being
responsible for the consultation/assessment/training of assistive
technology tools and strategies related to communication. Specifically,
the AAC Consultant addresses the evaluation of needs related to
communication in the selection of appropriate assistive technology
tools/devices/strategies for trial, assistance with the
selection/organization of vocabulary for communication systems,
training, implementation, evaluation of tools in the educational
setting.
Live AAC Webinars - SOON! - Friday/Saturday 5/18, 5/19
Patricia Ourand brings you two new webinars, both focusing on aspects
surrounding Augmentative & Alternative Communication (AAC).
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This
live online seminar presented by Patricia Ourand, MS, CCC-SLP, focuses
on the “Communication” in Augmentative and Alternative Communication.
The course will begin by exploring the basic principles of ASHA’s
definition of the AAC and identifying communication partners, behaviors
and critical topics for partner training. Pat will then delve deeper
into the subject and instruct therapists on communicative competence and
tools that can be used for overcoming communication barriers in
emergency situations. 
ALS Assistive Technology Blog run by Alisa Brownlee, ATP. Email
abrownlee@alsa-national.org. This blog offers recent articles and web
information on assistive technology that can impact and improve the
quality of life for people with ALS. Follow me on Twitter
@alsassistivetec
Jane Farrall's Blog - Making Up a Guided Reading Pack
From Jane's Blog - On my website I have a number of Guided Reading Packs for download. These are resources I’ve made and which we are using to support students with a range of abilities during Guided Reading time in the classroom. I’ve had a few people email and ask how they should make these packs up – so this blog entry is for you 
By making these guided reading packs available for download I hope
that you will be able to download the pack, print it out, get a copy of
the relevant book and get started.
The most important part of each guided reading pack is the page with “the plan”.
The plan includes:
- 5 purposes for guided reading so you can use the book as your “book of the week” e.g. Read to discuss what the turkey does that is funny
- Prompts for activating prior knowledge with your class once you have stated the purpose e.g. Before reading, look at the pictures in the book
- 5 suggested writing tasks
- Some self selected reading resource suggestions, including a bookshelf I have created in Tar Heel Reader which aims to provide some further reading that extends on different aspects of the book of the week. You can access this bookshelf by typing in the web address or using the QR code.
As well as the plan, each guided reading pack includes a sheet for
each guided reading purpose. These sheets are optional – and should only
be used if you have students who need them. These sheets include Picture Communication Symbols or other pictures as appropriate. I use these sheets in different ways including:
- For students with complex communication needs to contribute to the discussion about the purpose after reading the book
- As a visual support for students who are verbal but who need assistance to generate ideas and language
For both these groups of students, I aim for these supports to be
used in the short term. For a student with complex communication needs,
it is preferable that they have a comprehensive communication system and
don’t need to have supports like this constructed for different
sessions throughout the day. If they don’t have a comprehensive
communication system, then you can use these supports as a way for them
to participate while you work towards a more comprehensive communication
system. An example of a low tech comprehensive communication system is
a Pragmatically Organised Dynamic Display (PODD) .
For students who are verbal but who need assistance to generate ideas
and language, I usually find that they become more confident at this
task (and more successful) with practice – so after a while they
shouldn’t need this resource and I start to fade its use.
You can just print out the sheet for each guided reading purpose and
use it as it comes – and this is definitely the quickest way to get
started. However, I generally make the sheet for each guided reading
purpose up by cutting up and laminating the symbols/pictures and then
putting them on velcro strips on a page, with the purpose written
clearly at the top of the page. Since I re-use the packs this makes the
resource more durable and easy for me to find the different parts
quickly each time.
Making
the sheets up in this way also means I can present the whole page to a
student, or I can remove some and present them in a way that is more
appropriate for a student’s access method e.g. on an eye gaze frame.
And that’s all the resources that are included in the downloadable guided reading pack.
As well as these resources, you’ll need a copy of the book to read! I
often (usually) scan the book and make it up in PowerPoint so that it
can be presented on an Interactive Whiteboard. Since many of the
students I work with have a visual impairment, presenting the book on
the interactive whiteboard lets everyone follow along as I read.
Recently – I’ve been able to access quite a few books (including this
one) as an iPad book which is saving me a lot of time in scanning as I
can just connect my iPad directly to the Interactive Whiteboard.
Other items I might add to the pack are:
- A copy of the PowerPoint book printed out with the text in a larger font for a student with a visual impairment to follow along with or to borrow in the self selected reading block.
- A USB stick with a copy of the book made up in Clicker so that a student who needs switch access to a book can also have access to the book in the self-selected reading block. I prefer using the book made up Clicker for switch access as a student can go back and forward and it offers a range of other literacy supports.
- A copy of the book with Braille
Below is a picture of my personal guided reading pack for Blue Hat, Green Hat by Sandra Boynton.
And
of course, storing it so that it is easy to grab everything quickly is
important to – each of my Guided Reading packs is stored in a folder
like this one:
And
if you’d like more information about the role of Guided Reading in a
balanced literacy program and its importance for ALL students please see
my blog post on this topic.
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