MODELING AAC USE DURING GAME PLAY When playing a game with someone who is learning lan- guage with augmentative/alternative communication (AAC) it is important that other players model language using the AAC as well. Options for communication partners to model can be on the user’s device or on a second device. If the user of AAC is learning to use a high-tech device, not every player may have access to the same high-tech device. In these instances, the oth- er players might have a low-tech board that mimics the home screen of the high-tech device. The other players then point to words as they say them aloud. At first, the language learner might not even be expected to use the AAC. The other players should engage with the AAC demonstrating certain words, such as, like, your turn, play, you go, fun, I like it , or any words that might come up during the play. Not every word spoken needs to be modeled on the AAC system. Players could attempt to target one word per turn or round, based on the skills and vocabulary being targeted.
virtual platforms has been a way to connect with each other, maintain relationships and even take a break from technology. A March 21, 2020, New Yorker magazine article discussed how playing games provides those practicing social isolation “a place that can relieve them of anxiety and stress.” Speech Language Pathologist, Tara Roehl finds traditional board games adapted for online play via web meeting applications, such as Zoom, are an effective means of delivering speech and language telether- apy. Regardless of your reason for game play, whether as a fam- ily bonding experience or to address specific language goals, games are a more than just a way to pass the time.
USING GAMES IN THERAPEUTIC OR EDUCATIONAL SETTINGS
PROMOTING LANGUAGE Most games follow rules, usually require turn-taking and typ- ically have predictable outcomes (someone wins, someone los- es, or a task, quest or journey is completed) all of which means that the language needed to play almost any game is predict- able and can be structured to provide numerous opportunities for repetition of language targets for players using AAC. Single words or short phrases including my turn, your turn, go, wait, get, put it, take, there, here, same, different, no, don’t and can’t are just some of the core words that can be targeted in virtually any game. Longer phrases including I have it, do you want, give it to me, I have same, I have different, put it down, take that, I know it, do you have it, I need more, I like this and what do you have , can be repeatedly modeled and used by communication partners and individuals using AAC in the context of a game. Depending on the game, fringe words can easily be incor- porated, either specific to the theme of the game or to gaming itself, including win/won, lose, cheat, number words, etc. It’s im- portant to note that while fringe vocabulary may be targeted in game play, it is not advised that a specific board or page set be created for general game play. Use the games as an oppor- tunity to become proficient at using the vocabulary on pages as they are already organized in a user’s AAC system. For exam- ple, if a fantasy game involves the vocabulary princess , troll and knight , the adult player should model and support the users of AAC in finding these words as they may already exist on a peo- ple page or on a storytelling page. Alternatively, increase the user of AAC’s strategic competence with other vocabulary by helping them find ways to describe a low incidence word-- ugly, short monster for troll or man on horse for knight. If a word that was previously low incidence becomes a high use word due to frequent game play or increased interest in a subject, then add it to a logical location within the users system, where they can access it for a variety of purposes. Furthermore, fringe vocab- ulary during game play might be an additional opportunity to practice spelling and literacy skills by modeling on a keyboard.
PRC's LAMP Words for Life 84 Location Language System.
GAMES OVERVIEW
TYPES OF GAMES Games can be placed into two major categories of video games and tabletop games. Subcategories exist for each. Vid- eo games can be played on consoles, desktop/laptop comput- ers, or mobile devices. Tabletop games include board games, card games, role playing games or any other type of game with physical elements shared in the same space. Games can either be competitive or collaborative. Competitive games invite the different players, either individually or on teams, to face off against one another usually resulting in one player or group of players ultimately winning the game. Collaborative games have the players working together to progress through a story, solve a mystery, or otherwise work together to overcome some obsta-
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