language to demonstrate what they know; it also strongly sup- ported both the modeling and use of core vocabulary through- out academic content areas. This supported generalization across environments, as well as improving outcomes related to functional communication. OUR OUTCOME: As we reflected on this multi-year project that helped our school, as a whole, redefine our core values and pivot our think- ing and teaching strategies, we recognized that we continued to have a problem with prompting. Our staff was excited and wanted our students to learn their robust vocabulary systems, but struggled with the balance of prompting and modeling without expectation. They believed that their students could learn, but had difficulty balancing that with the expectations of participating in academic learning. Ultimately, we had the tools, the environment to support their AAC systems, and a piv- ot in our teaching strategies, but our students continued to be prompt dependent to use their devices and would often wait for the teaching staff to initiate an opportunity for communica- tion. At times, we were losing sight of the fact that the tool (i.e. AAC device) does not make a proficient communicator. This led us to examine other factors we could change to better support our students and determined that building our skills as com- munication partners was that next step. Research has shown that the following characteristics are common in communication partners of those with complex communication needs: take most of the turns, ask mostly yes/ Image 5: LAMP Words for Life core board highlighting “core word of the week”
Image 4: Classroom schedule using LAMP Words for Life icon sequences
26 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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