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Specific Populations

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Other specific unique populations (e.g. AAC, deaf/blind, low cognition, etc) - Include at least ONE useful tool (not DLD, ASD)

Assessment Tools for Students who are Deaf or Hard of Hearing. AssessmentTools for HOH. Tests – Informal Assessments for Parents, Students, Teachers. Introduction of CHILD, SIFTERs and LIFE by an Educational Audiologist and Teacher of the DHH Monitoring listening ability and home or school function of children with hearing loss ELF – Early Listening Function (Phonak version) ELF – (Oticon version)

Tests – Informal Assessments for Parents, Students, Teachers

ADAMLS. AAC- Teaching Core Vocabulary with Direct Instruction Strategies. Vocabulary instruction involves a systematic TEACHING process.

AAC- Teaching Core Vocabulary with Direct Instruction Strategies

Core vocabulary words are harder to represent with pictures but still need to be taught with direct instruction. Many of the strategies and activities are part of general vocabulary teaching. Decide your core word vocabulary to teach and begin with strategies, steps, and fun activities. Teaching Strategies Teach in Meaningful Language Experiences– Create activities about the words but also about the communication behind the words.

Provide Active Participation Opportunities- Develop many, many (many) opportunities for the learners to use the vocabulary as an expressive communication tool as well as for receptive language. Use Aided Language Input– Model AAC style. Use Focused Language Stimulation – Highlight new words and use them repetitively. Teach Using Repetition with Variety- Use many activities that target the same core vocabulary in similar ways but that are different by details. General Teaching Sequence Activity Ideas. Speech Production Tool for Children with Hearing Loss. 2068 Gold Bryan. AACInIEP. PrAACtical AAC Goals. We can not say enough about writing AAC goals that are meaningful to the AAC user, but sometimes this is easier said than done.

PrAACtical AAC Goals

During discussions in a graduate seminar class, it was apparent that goal writing is not necessarily intuitive or even specifically taught. Goals are also the foundation behind any toy, app, or materials we use to set the stage for meaningful language experiences. Sample goals can serve as inspiration to develop specific, measurable, individualized AAC goals.

Using Prestored Messages (i.e., multiple words/sentences on one cell/button; E.g., a button with “I want music”) Request a turn using prestored messages (e.g., “Hey, don’t forget me! Using Single Words That Can be Combined into Sentences (i.e., 1 word per cell/button; e.g. SLP's Guide to Getting Started with AAC - Speech And Language Kids. *** A guide to teaching AAC for parents and teachers can be found here: What is Augmentative/Alternative Communication (AAC)?

SLP's Guide to Getting Started with AAC - Speech And Language Kids

AAC is the term used to describe any form of communication that a person can use that is not speech. This may include pointing to pictures of what the person wants, using sign language, or using a device that will speak a message when a specific button is pushed. Speech Therapy for Children with Multiple Disabilities by Speech Me Maybe. Having a caseload with children with multiple disabilities can be difficult and that is exactly what I have this year!

Speech Therapy for Children with Multiple Disabilities by Speech Me Maybe

This product is to provide you with examples of speech therapy sessions that I do daily with my students. I have included real pictures of how I set up my lessons, example IEP goals, and detailed instructions for lesson plans. I have also included a data tracking form, progress monitoring sheet, and a page of core visuals to print and laminate. Please understand if you download this product, some of the materials used are not included. Speech Therapy for Down Syndrome. How We Do It: A Collaborative Approach to Implementing Core Language within a School-Based Setting, Part 2. We’re excited to welcome back SLPs Lori Sanzeri and Chelsea Collins, creators of Core City, to tell us more about implementing this approach.

How We Do It: A Collaborative Approach to Implementing Core Language within a School-Based Setting, Part 2

They both work for the NYC Department of Education and created Core City to promote classroom-wide support of AAC. Last month, they introduced us to Core City. In this post, they share some of the ways that they get everyone involved in using and teaching AAC. The most difficult part of training all staff is finding the time. Administration that understands the importance of communication and works to find time to allow us to meet for professional development. Start small and don’t be hard on yourself. Pick one teacher who is receptive to your ideas to collaborate with. Last, but certainly not least, always celebrate your hard work! Experience Books: A Tool for Conversation. Purpose of Experience Books Sample pages from experience books Personal book is motivating How many of you scrapbook or keep a journal to remember important events/people in your lives?

Experience Books: A Tool for Conversation

An experience book is a way for a student with deafblindness to record such information in a format that fits his/her unique needs. Teach and review concepts After an experience book page is made you can go back and "relive" what happened. Reinforce language experiences It is always important to tie language to all experiences. Relive past experiences Just as we use scrapbooks, photo albums or journals to relive past experiences the experience pages can do the same thing. Individualize Every child with deafblindness has his/her unique needs. Important Individual Considerations. The Yes/No Series and 10 Steps to Teach a Head Nod and Shake.