joke, flirt, complain, ask questions, protest, etc. The list could go on and on! Functional communication is an important skill as it leads to self-determination, self-advocacy, increased social experiences, and improved vocational and independent living outcomes. If we were to only focus on meeting basic needs and answering academic questions, the future opportunities for our complex communicators would be limited. To support our AAC users in developing their functional communication skills, the following approaches were emphasized through targeted professional development: modeling (i.e. video, real-time, aid- ed language input, etc.), Descriptive Teaching, and tools, ideas and techniques to create an aided language environment. Modeling is a passive teaching approach widely used by any and every educator. We model practice math problems in front of the class to teach math concepts before we expect our stu- dents to complete work sheets and take exams. We model sight words before we expect our students to identify and express them when reading and answering comprehension questions. The same concept applies when we are teaching an AAC device. Research has shown that modeling related vocabulary using a passive approach allows the AAC user the time and reduced cognitive load needed to learn (Biederman et al., 1998). For our teachers, we emphasized the provision of Aided Language In-
put, or modeling without expectation. We provided coaching and examples of how staff could model using student systems (high and low tech) without expecting or demanding that the student imitate the models. We also had to provide staff with information on the nature of vocabulary that should be mod- eled. Previously, too much weight was put on fringe academic words by focusing on those nouns that only applied to that one academic lesson. We needed to pivot our mindset from mod- eling the content specific vocabulary and programming those words into a device for one lesson, to focusing on core vocabu- lary that is applicable across many concepts, curricular themes and academic subjects. The following guidance was helpful to our staff in approaching this change: 1) model functional core (i.e. sleep, ride, grow, big, etc.) that could be used instead of fringe/noun vocabulary (bed, bike, flower, bear, etc.); 2) model 1-2 words longer than what our students use independently; 3) model on a low tech core board, separate device, or with per- mission of the student, the student’s AAC device; 4) when mod- eling, use a complete verbal sentence but model core words on the AAC system; 5) avoid questions, as questions will place expectations on our learners; choose instead to use descriptive statements or comments. (See image 1)
Image 1: Aided language book insert targeting “same” and “different” using LAMP Words for Life symbols
24 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2024 Closing The Gap © 2024 Closing The Gap, Inc. All rights reserved.
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