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Kelly Fonner: Applying the AAC Participation Model - AAC in the Cloud 2019 — Transcript

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0:00hello everyone and welcome to this
0:03session of AAC in the cloud 2019 we're
0:06excited to have you here some of you
0:08have already seen this presenter a
0:09little bit this year Kelly has been
0:12super ambitious and done two
0:13presentations as part of our conference
0:15so if you had the chance to catch her
0:17pre conference presentation where she
0:20interviewed and spoke with several moms
0:22of AAC users you were in luck because
0:24that was an excellent session and if you
0:26haven't seen it yet you're still in luck
0:28because you can go back and watch it
0:30again so that is available in our
0:32conference website but now you get to
0:34hear from her live as well though Kelly
0:37Connor will be doing a session on
0:39applying the AAC participation model to
0:41implement implementation planning and we
0:45will turn things over to her thanks
0:47Kelly all right thanks Melissa I will
0:49see if I can get it going here if I can
0:51share so welcome everybody me get to
0:56where I need to be oh I think I'm gonna
1:04be in the right place
1:07Melissa will tell me how's everybody
1:09seeing what I think I've they're saying
1:11so far so good it looks like you're in
1:14the middle of getting your slides I'm
1:17not sure if they're all the way up yet
1:18but they're coming okay hmm oh no maybe
1:26I look it might have been we might have
1:29you go back out and try coming in again
1:30to some white piece there so let's try
1:36that one more time all right back to me
1:38yes escape out of that all right
1:47try this again so what is for experience
1:53all right I share go to it that way
2:05Mamie okay and yeah we can see them
2:11so I think that should be good all right
2:14try and go to presentation mode there
2:17you go
2:17that la right very good no well get
2:22started here everybody and I'll take a
2:25break along the way because I'm not able
2:27to see slack at the same time to see if
2:29there's questions or anything um so I
2:32guess mostly you're gonna be hangin here
2:33with me or do you have other things you
2:34do you have to go do nope I'll be here
2:36so if questions and things come up you
2:38want them during the session or would
2:39you rather have him after oh I have two
2:41breaks during this session so well we'll
2:44try and um do those during there perfect
2:46all right Joe oh you'll also see that
2:49I've provided a couple handouts my life
2:54has been a little bit crazy so they're
2:55all just kind of gone in the last minute
2:58here today but they'll be up as I
3:00mention them so the participation model
3:02is something and what we talk about
3:04people talk about this word
3:05participation that's huge and there are
3:09different factors to it and one of the
3:11things that's been around in ATC for a
3:13while is this idea of participation
3:15people think about it in many different
3:18ways depending upon what your role is so
3:21how do we plan for it what I want to
3:23talk about in this hour is how the kids
3:26actively communicate with their
3:29communication systems whatever that
3:31system might look like and then of
3:33course we're always in this issue of how
3:35do we measure and what do we look for
3:38when we're measuring it there has been
3:41around for a while from doctors buccal
3:44men at David buccal manip at Miranda
3:46this participation model and it's a
3:49participation model that's been used for
3:52assessment it comes from their book
3:54we're on the fourth version of their
3:55book and many people have used us over
3:58the years and will use this as a part of
4:00their presentation and their assessment
4:02models and variations of it but I've
4:05been using it over the last ten years or
4:07so as a plan for implementation and dr.
4:12pepper in has seen me talk about it this
4:14way I could have gotten her appreciation
4:17of how I use it and I'll talk to you
4:20about the one way in which my colleague
4:23Scott Murphy is my chain
4:25change the model a little bit in one of
4:28its components as we use it for planning
4:31implementation but these are the six
4:34steps of the traditional participation
4:36model for assessment then we really
4:39build our implementation plan the first
4:46couple of steps of this and you'll see
4:49here as I talk about it when they talk
4:51about the participation model one of the
4:53things I really appreciate the model
4:56from is it takes a part this word
4:57participation because for some of us
5:00depending upon your connected role to
5:04the child you might think participation
5:06and it's all about academics
5:08what educationally is that child doing
5:11some people when they think about the
5:14word participation think about
5:16physically where is that kid where are
5:19they and integrated in general a door
5:24where they integrated into their
5:25community it's an inclusion kind of
5:28thing and so people think about the
5:31physical nature of participation where
5:34is somebody so academic might be the
5:37what and inclusion is the where and then
5:41there's this third piece because here we
5:43are with this big AAC in the cloud
5:45conference and we're thinking about
5:48social participation and social
5:51participation also takes on this
5:53component of expressive communication
5:56but social is also about behavior how do
6:00we socially know how to participate
6:03behaviorally so that's kind of a
6:05receptive communicative thing and we'll
6:08talk about this a break this all down a
6:11fourth component of the participation
6:14model is independence and when you use
6:18this model as an assessment this how
6:23much support for participating that
6:26somebody needs overlays the other three
6:30areas so how independent is somebody
6:33participating academically how
6:36independent is
6:38somebody participating in inclusion now
6:41independently is somebody participating
6:45socially when we use this and this is
6:49where the alteration comes for
6:51implementation planning we look at this
6:54independent or how much support a kid
6:57needs as a fourth area for their
7:01balanced support that they need for
7:03their communication system Egypt I'll
7:06keep explaining this each of these areas
7:09breaks down further and it's explained
7:13in the book I've got a handout for you
7:15that's an adaptation from dr. Caroline
7:18muss away so the first page of the
7:21handout will have a worksheet the second
7:24page will have all of these areas
7:25explained further so the academic area
7:28breaks down into how academic is a child
7:32put it in if academically they do all
7:39the same work there might be some kids
7:41that are very actively competitive
7:44education --all there might be some
7:46accommodations made as far as time and a
7:50half point asks every other math problem
7:53so some cuts in quantity
7:58they might take their tests in a
7:59separate location because they're using
8:02speech there are listening to things
8:06being set out loud from their tests on
8:09those kinds of things being done we have
8:12some kids who have an involved academic
8:15curriculum but it might not be at the
8:16same academic level as your same age
8:19peers and we have some because we're
8:21talking about using this participation
8:23model with people that might be in
8:24academic settings so academic it might
8:28be more vocational on depending upon who
8:30we're talking about when we break down
8:32the inclusion piece it's about are they
8:35fully included in their environment for
8:39everything all activities all components
8:42are they selectively included so there
8:45might be some things that they're there
8:46for some things that they're pulled out
8:48for we're there
8:50either on their own receiving
8:52instruction or they might be pulled out
8:55with other special needs friends
9:00are they might receiving all of their
9:04participation as far as academic maybe
9:07their home school and where they get
9:10their inclusion with Jeannette is with
9:13family and neighbors and community and
9:16cousins and those kinds of things
9:18and that's where we look to social and
9:21how this social breakdown so and social
9:25breaks down by the amount of influence
9:27the communicator has with the network
9:31around them at the time so do they have
9:33a major influence over everybody as it
9:37comes to their expressive communication
9:38or their social behavior are they very
9:43active socially they've got a you know a
9:46network that they're active with they
9:48might not be the leader of their network
9:50but they've but you know circles are
9:53friends in multiple places we have some
9:57kids that have that are involved
9:59socially but their networks are small
10:01and then we have some kids that social
10:04doesn't happen at school it might happen
10:06in community it might happen in places
10:09of faith it might happen you know just
10:12within their own family and then to that
10:15area of support and when we're looking
10:18again at support for implementation
10:19planning or looking at how independent
10:22are they communicate with their
10:24communication system that they don't
10:26need assistance with it it doesn't mean
10:28that they don't need future training and
10:31growth opportunities but they're pretty
10:34good to go we have some kids that once
10:37you come set up you know you can walk
10:39away but they might need some assistance
10:42as topics change or locations changes
10:45and then we have some kids that are
10:48using things like partner assisted
10:50scanning or books that you change the
10:52pages or or kids that are still in the
10:55modeling phases where people are
10:58modeling to them
10:59and so they're kids at our stove you
11:01know getting up and running with their
11:03communication systems sometime - all of
11:05these areas fluctuate depending upon the
11:08activity so let me give you an example
11:12there's a girl with that I've been
11:15working with since she was three years
11:16old and she's a fourth grader i mentees
11:19rose-red syndrome when she was going to
11:22kindergarten we really looked at this
11:25idea of how would she participate
11:27communicative lis across the
11:28kindergarten day and we were looking at
11:31different kinds of expressive
11:32communication both her vocal
11:35communication and her written
11:37communication so at the time she was
11:40using a printed pod book she used a pod
11:4420 she using nuts and she was in she was
11:49three years old so as she was five and
11:51six and she went into kindergarten
11:52that's the system that went in with her
11:54she was the only kid that use that
11:56system in her classroom she was one of
11:5820 other kids that was in that room and
12:01there were adults turned the pages for
12:05her whether there was a paraprofessional
12:06or a teacher or the resource teacher was
12:11in the room or the speech-language
12:12pathologist was in the room she had four
12:16other buddies there at her table at the
12:18green table and they were always very
12:21interested in a book but along the way
12:23getting ready for kindergarten and why
12:25it's not showing on this slide I'm not
12:26sure she also had an iPad and her iPad
12:32had a very early version of electronic
12:35time that she was had learn to use but
12:40what chief student found is that her
12:42little friends were very interested when
12:44she would point to her printed book but
12:47when she used her electronic voice they
12:50could keep working keep doing whatever
12:52they wanted there she found more social
12:56participation with her friends when she
12:59used her pretty book and she quickly
13:01abandoned surprise surprise to all of us
13:05her electronic system because of the
13:09social feedback that she was getting
13:11from her friends
13:13while she then started using more of her
13:16iPad for what you're seeing on the
13:18screen which is her clicker pen was
13:21learning to use to do some of her
13:23written work participation model look
13:29like this I can find it her
13:33participation model Wow look like this
13:37and that it was and my circles are not
13:40showing up where it was more one of she
13:45was involved dematerialize a merc so
13:52there was some modifications made she
13:56was integrated almost all full-time she
13:58had some breaks she didn't have a lot of
14:01time that she spent back in the resource
14:03room at that time in kindergarten
14:06socially she was active within a group
14:09depending upon what the activity was
14:12there was definitely things that
14:14influenced that she had influence over
14:16she this but she also was involved in
14:20some areas where she had a small network
14:22of friends that were involved with her
14:26communicating with her depending upon
14:28what the activity was support wise in
14:31kindergarten she was fully assisted as
14:34far as her communication system was she
14:37was just getting up and running with her
14:38electronic system and certainly with the
14:42print book she needed somebody else to
14:45turn the pages for her sorry about that
14:47quick flipping there um in now here as
14:53she's just finishing up grade four and
14:57in grade four there he'd been more of a
15:00movement towards her electronic voice as
15:03he can say things out loud she has
15:07different parts of the day where there's
15:09more of an out loud speaking voice
15:11he still has her printed books she's
15:13moved up with her and language wise with
15:16the printed book and a lot of it depends
15:18upon the activity whether she's using
15:21her printed book or her electronic
15:23system and so of course that
15:27going to change as far as the
15:29participation model goes it's going to
15:32change see if I'm here more whether she
15:36is set up and then people can walk away
15:38or whether or not she still needs some
15:41assistance her little friends in grades
15:46I believe 13 in grade 2 we're starting
15:50to learn about more about the book and
15:52starting to turn learn to turn more
15:54pages but we're constantly working on
15:57that and moving forward with that
16:01definitely things have changed over time
16:04where it depends upon the topic whether
16:07she is active or she is at the involved
16:10level integration also changes that way
16:14she's getting some activity she's fully
16:16integrated into I think she's receiving
16:19more supports in the literacy area so
16:22those things are happen in different
16:24locations and then socially you know
16:28where she is in the classroom also
16:29influences where and how actively
16:33involved she is so these are the kinds
16:36of things and when you're filling out
16:38these and you'll see some forms I think
16:40I've got a image gonna what you
16:44typically will do is circle where your
16:48child is and then look at where you
16:52would like them to be and that starts to
16:54make your plan and often instead of
16:58looking at this across the whole day as
17:01you might in the assessment model we
17:03will look at this class by class even as
17:08far as breaking it down as a rival at
17:11school where we at lunchtime where is
17:15this at recess these four areas plays
17:19out if you're in PE whether you're in
17:23recess whether you're in a 90 minute
17:28literacy block that the activities
17:31changed during that 90 minutes whether
17:34you're in math class where sometimes
17:36there's not a lot of talking going on in
17:39math
17:39until you might have like a pair share
17:42or you have calculator partners so you
17:46look and see how this fluctuates
17:49throughout the day to help do your
17:51planning you'll see imma have a couple
17:57pages here what do you what you know so
17:59that just gives you one quick example
18:01but what you want to think about is it
18:04relates to your own child or to your
18:07students as what are they saying or not
18:10saying and when I use words like say and
18:14talk and ask whatever modality if
18:17they're using their own natural voice if
18:20they're using sign language if they're
18:22using their communication system what I
18:25know whether it's a printed system
18:27whether it's text whether it is a
18:30symbolic system you know whichever find
18:34whether it's off from an iPad whether
18:36it's a dedicated device when is it that
18:39they are more likely to communicate you
18:43know I have kids at the times to
18:44communicator transition between
18:46activities when we're going down the
18:49hallway when we're in the line for lunch
18:52you know when we're you know moving
18:55between activities not necessarily when
18:59I'm actually doing an academic actor
19:02activity when they are communicating
19:05what seems to be holding them back and
19:09some of the ideas and the rest of this
19:11hour are to help you try and look at
19:14that but you have but the thing to
19:17always think about is that if you want
19:20to move forward you got to decide not to
19:22stay where you are I mean I'm always
19:24thinking about that piece excuse me the
19:36forms that I've included as supplemental
19:39also come from the participation model
19:42what are some of the things that are
19:44holding back communication there might
19:48be different kinds of barriers there
19:51might be barriers of
19:53now knowledge about the communication
19:56system or skills and people using that
19:59or their child using that there might be
20:01attitudinal or or common practice
20:04barriers like people only get the device
20:06out for certain activities rather than
20:08having it out throughout the whole day
20:12there might be barriers as far as things
20:17that are really specific to the students
20:19things about operation of the system
20:23things about adaptations that need to be
20:26made so this is just kind of a quick
20:29planning form that pulls all those
20:31things together when we're trying to
20:33look at what are the things that might
20:34be holding us back that we need to plan
20:37for and as we're looking to the future
20:41and looking for training opportunities
20:43as well I'm always listening as
20:48opportunities are things that might be
20:50holding us back into these kinds of red
20:53flag words if people are saying well we
20:55never do this or they're always fooling
20:59around or it's not realistic to do blah
21:03blah blah
21:03those are things that become
21:06opportunities for training opportunities
21:10to inform people about oh there might be
21:14another way one of the things that I
21:18learned a really long time ago is that
21:22the practices that people have the
21:26beliefs that people have are based upon
21:30their interpretations of their current
21:34experience and if we want to change
21:38these kinds of negative words or we want
21:41to change the experience we've got to
21:45walk them through it in a different way
21:47right we have to change their experience
21:50we can't just tell them about it some
21:54people don't just react to videos and
21:56showing them they need to be walk
21:59through it and we so we need to show
22:02them that it isn't always this way it is
22:04never or ever but there can be a
22:08different way and so we looked these
22:11areas of participation for opportunities
22:14for people that their biggest concern is
22:18academic participation then we start to
22:22look at how do they plan
22:24what is the reasons for the lesson what
22:27is the standards that are being
22:29addressed you know my hardest place to
22:32do anything with participation is when
22:35there is a classroom or even when I'm
22:38working with home schoolers and they
22:40don't have a curriculum there's nothing
22:42to talk about you know we can't just
22:45make it up as we go I guess he'll drink
22:48nothing to communicate about so what is
22:51everybody else doing what are we going
22:54to be learning what kinds of resources
22:56are being used what kinds of activities
22:58are being done how are we going to
23:01assess it and then we modify from there
23:04we don't start with the modifications
23:06that doesn't start with the highest
23:09level of expectations for kids there are
23:13and you know we can go on and on for
23:15this for a whole day but there are more
23:17you know curriculum or more activities
23:21that are planned with AAC and mind that
23:24are giving you some suggestions of
23:28supplemental vocabulary to add to you
23:32can be using your descriptive vocabulary
23:35within activities that it doesn't all
23:38have to be built from the modifications
23:41up but we can look to see what are those
23:44standard lessons from there what are the
23:48kinds of components that we're looking
23:49for
23:50you know what's the overview you know do
23:53we need to have any kind of verbal and
23:56picture cues to go along with kids and
23:59I'm not talking about picture izing
24:00every word in a book but there might be
24:04some anchor on images to go along with
24:08lessons help kids and then that gives us
24:11words to build off with our
24:13communication system what kind of
24:16background knowledge can we build
24:18of going somewhere either in person or
24:21virtually you know what kinds of
24:24examples are children being given or are
24:27they just being taught to you know which
24:30a lot of kids have a hard time holding
24:32on to the verbal you know what kinds of
24:36vocabulary do we need to talk about
24:38ahead of time what kinds of words might
24:41we need to you know practice or be a
24:44part of in our communication system so
24:46that we're more effective within a
24:48lesson you know and how can we guide
24:50students and have them work with their
24:53friends and their peers at school so
24:57that they can work together and then
24:58have more effective time when they're
25:00being independent but they're not just
25:02all in independent work and then how do
25:06we monitor and follow along with kids
25:09giving them frequent feedback one of the
25:12things that we know is if kids are in
25:15curriculums that have a lot of
25:17worksheets they need to have immediate
25:19feedback one those worksheets whether
25:21they're printed or electronic it can't
25:25go you know a day in an overnight till
25:28you get feedback on that um as far as
25:33the inclusion side of participation you
25:36know that idea of where you are and who
25:39you're with really influences your
25:41communication you know to be able to
25:44hear all the things that other people
25:46are saying to have other people model
25:49with your system so that you can see
25:52that other people communicate with
25:55symbols as well what are the other kinds
25:58of things that can be learned as you are
26:01in inclusive situations you know it's
26:04it's both that receptive and expressive
26:06communication piece and these are just
26:09you know a few ideas you know the whole
26:12idea about problem solving that
26:14communication is about problem solving
26:17not just being able to answer questions
26:20but to be able to ask questions to be
26:24able to participate in discussions you
26:28know to all those parts about being
26:31an active participant in your
26:34environment knowing when to ask for help
26:38you know not just waiting around until
26:40somebody knows that you need assistance
26:42this is a big step for many kids and it
26:47leads to future opportunities for you so
26:51these you know look through this list
26:53think about these kinds of things
26:55look couple more slides and then I'm
26:58gonna take a break for questions before
27:00we roll on to other areas of
27:02participation
27:03you know when classrooms are designed
27:05with many people in mind that it's not
27:10just about listen to the teacher and
27:13then do something by yourself you know
27:15where you have these cooperative
27:17learning environments these put a pair
27:20share environments where you have
27:24students presenting projects where you
27:28have kids working together doing
27:31multimedia presentations these kinds of
27:34opportunities promote communication and
27:37they promote kind of this multi-level
27:41multi opportunity kids to use all
27:46different kinds of facets of their brain
27:48for community for not just for
27:51communication but for learning it
27:53activates different parts of their brain
27:55you can see that through brain studies
27:58when we have kids who are different
28:00types of learners and those different
28:02types of learners being brought together
28:05being able to show what you know not
28:08just through the printed word but
28:11through portfolio through making and
28:14designing and presenting information
28:18alright I'm gonna take a little break
28:20and see if there's any questions or
28:22things that need to be brought out of
28:23the chat okay we do have a cool let's
28:30see Katherine wants to know where the
28:33peers in your example were they actively
28:36trained to be communication partners or
28:38where they just I don't know amazing on
28:41their very own now there's a cup
28:44her daddy came in and talked about her
28:49kind of physically about her talked
28:53about her communication system and her
28:55communication book and that's what
28:58happened it believed in kindergarten and
29:00first grade and then as the staff saw
29:04what her dad would say and and so what
29:09was comfortable that he had to share
29:12about his daughter then they started
29:15taking more of a role in that and so
29:17more so in third and fourth grade then
29:20the teacher and language pathologist did
29:24more of leading that way on the kids was
29:28the way in the classroom the table it's
29:31at least in kindergarten in first grade
29:32the kids were grouped at tables so those
29:35kids became more communication close
29:38partners than some of the other kids but
29:41over the years just because of the
29:44nature of schools and how they regroup
29:47kids yeah I would say now by grade four
29:51almost every kid in the school has been
29:53in class with her so they've all seen
29:56her books we have tried to have multiple
30:01copies of her communication book
30:04especially in kindergarten when she was
30:07new to everybody there were three copies
30:10of her printed book and one of course
30:14was always with her but two floated in
30:16the room and the kindergarten teacher
30:19would always talk about how she would
30:21find one or two underneath the tables
30:25I'm at the end of the day when she was
30:27cleaning up the room because we're
30:30having a chat there's no large great
30:40does anybody else have any questions
30:42that you would like to share with Kelly
30:43real quick before we have her move on
30:49okay I'm not seeing any questions come
30:51through so I think we're good for the
30:52moment all right cool
30:57to this third area of social
30:59participation and as I mention when I
31:02introduced the model I look at this as
31:04two areas it's certainly is the
31:06expressive piece what do we need to
31:09share information to build kids language
31:12of course sir AC system and as robust
31:16systems we're looking at not just
31:18activity boards but things that where
31:21we're gonna build their language while
31:23they're learning communication but also
31:25receptively what do they need to
31:28participate or Havey early schedules
31:31things that keep them organized those
31:35types of things so that they don't have
31:37to have some adult managing them all the
31:40time so you know we look at what are the
31:43tasks what are the communicative tasks
31:45what are the things communicative ly
31:49with their friends and classmates with
31:50their teachers and staff how do they
31:53need to demonstrate their knowledge how
31:56do they work in groups so you know when
31:58they work in groups are things that we
32:00need to participate with the large group
32:02there are things that might happen in
32:04small groups and there are things that
32:06might work in pairs and so you know in
32:09elementary school we have a lot of
32:11little pair share where the teacher
32:13might read something to us and then we
32:17have to turn and share it with a partner
32:20and sometimes those very quick
32:23communication opportunities they're
32:27quick
32:28what you say is quick they happen
32:30quickly and speed is often a barrier for
32:35kids with AAC systems so you find you've
32:39got to have multiple ways that you have
32:41things planned out in a kid's
32:43communication system you know we have
32:46things that are better put into systems
32:48as whole messages we have things that
32:51are put in as words so that they can put
32:53those words together in unique ways we
32:56teach kids access to the alphabet so
32:59that they can start their early age to
33:01start to learn the spell and have access
33:04to it so they can be completely unique
33:06with what it is that they say so they
33:09have multiple levels to start
33:11to deal with this and we need to be
33:13modeling this and giving them examples
33:15throughout the school day and throughout
33:18their community and throughout these
33:20kinds of opportunities we look at kids
33:23throughout the day and think about do
33:25they know when it's time to expressively
33:28communicate because it isn't always time
33:30to communicate sometimes we listen I
33:34think that sometimes people struggle
33:37with that they think we always got to
33:38give a kid in a AC system and they get
33:40to puff all the time now you know what
33:43in reality it isn't that we talk all the
33:46time but it doesn't also mean that I
33:49have to be quiet all the time either we
33:55need to learn to take turns it's not
33:57always my turn either you know other
33:59people take turns and conversations kids
34:03need to learn how to initiate and have
34:06opportunities to initiate and staff and
34:09family and neighbors need to learn all
34:13the ways that kids initiate it might not
34:16always be with their out loud modality
34:20it might be through behaviors it might
34:23be some physical ways like because
34:27because they're staring at you that's
34:29their way that they engage with you so
34:33we talk about how the kids initiate and
34:36how can we supplement that because kids
34:39have different interaction styles were
34:42different listeners and different
34:44situations our best augmentative
34:48communicators use multiple modes we've
34:51learned this from them over time so we
34:55need to be teaching our children this
34:57that depending upon where you are and
35:01who you're with you use your best mode
35:05with that person they might know your
35:07sign they might know your words from
35:10your mouth
35:11they might know your best if you use
35:14your iPad with your app you know what's
35:18going to be best for each person that
35:20you talk with and also don't forget
35:23about
35:24so social is how the world gets to know
35:28your child so teaching them a full range
35:32of greetings and departures you know
35:35things for different situations and
35:37don't try and make this stuff up from an
35:40adult's point of view make it up from a
35:43child's point of view you know look at
35:46what other kids are doing you know how
35:48kids wave we have a 1 year old
35:51granddaughter in our life and the way
35:53that her greetings have changed over the
35:56last six months like her little wave the
35:59way she does it now how the vault and
36:02we're all just following along with that
36:06when we look at the receptive side of
36:11communication and sometimes people in
36:15your world yet too involved with just
36:17receptive and they forget expressive but
36:20sometimes these things go together
36:22I need to have kind of this schedule
36:26chart or I need to have visual cues to
36:29help me my expressive side but we don't
36:34talk from my wall chart I don't talk
36:39from my schedule if I need a schedule
36:43and I need a communication system they
36:46are separate things a schedule is a list
36:50of the things that I'm doing
36:51or maybe the things that I have to
36:54gather but if I need assistance with
36:57gathering items I don't talk from my
37:00schedule I don't talk from my tasks
37:02spread they are different items to be
37:07used some kids first get involved with
37:11symbols because they were on a task
37:14chart or they were on a calm down board
37:19and we need to introduce a fat child
37:22also needs expressive communication we
37:25need to introduce that you can use these
37:28symbols to talk as well and here they
37:31are with all the other words that go
37:34along with the list of things because we
37:37don't talk
37:38nouns alone now sometimes tossed charts
37:42and schedule boards are just a list of
37:46nouns or places and kids get stuck on
37:50nouns and places I called them noun
37:53pickers and they don't get introduced to
37:58verbs and descriptive words we need to
38:02have all of those words as a part of our
38:05expressive system we can't just talk
38:08from these kinds of words um sometimes
38:11people talk about kids who have bad
38:13behaviors or kids who have used
38:17communication that are it's just all
38:20behaviorally there is some supports out
38:24there if you haven't heard of the mass
38:26it's been around for a while but it's
38:28been modified electronically and dr.
38:32durán marker and looks at this as a way
38:36our kids communicating in these ways as
38:39a means to gain sensory so we have a lot
38:43of kids that have sensory needs we have
38:46some kids that do what they do as a
38:49means of escaping and they might be
38:51trying to escape a situation or a person
38:54or a thing we have some kids that do
38:57what they do because of getting
38:59attention and sometimes attention
39:01getting is the one that's most overly
39:03guessed incorrectly and then we do
39:08communication with them which only
39:11starts that cycle of keeping it going
39:14and then we have kids that are
39:17communicating behaviorally because they
39:19want to get something so they might be
39:22aggressive in any of these kinds of
39:24natures they might be walking away they
39:29might not be communicating so one of the
39:32things with the mass the motivational
39:34assessment scale you'll find this online
39:36there's also a book so you'll find
39:39different versions of this something
39:42that you need more support with things
39:47always with either expressive a
39:49receptive communication is
39:52to know that it's about the situation
39:54that you're in
39:55we don't just sit down with a kid with
39:57their communication device and think
39:59that the communication device alone is
40:01going to create an opportunity to talk
40:05that's you know for a child who has
40:08abstract thought and the ability to say
40:11oh would you do last night you know most
40:14kids need to be engaged in an activity
40:17it's the things that we are doing
40:20it's the places and the people that were
40:23with that's what we talk about it's not
40:26just because you plunked some
40:27communication device down in front of me
40:30and we're gonna sit and have some big
40:32old chat not a lot of kids can do that
40:34not a lot of people could do that they
40:36need to be engaged in something no it's
40:40it's not the communication device that
40:42makes the communication situation all
40:46right up here with the fourth area is
40:49that idea of independence and it doesn't
40:51mean they do it by themselves I don't
40:53want a child just sitting down with the
40:55communication device and doing that by
40:57themselves they need to have a buddy to
40:59talk to they need to have this idea of
41:02building their communicative competence
41:05whether we're working on linguistic
41:06skills whether we're working on
41:08operating their device more
41:10independently with being able to control
41:13volume so that we can be loud out on
41:16recess and be very quiet when we're in
41:19their chair you know that kind of thing
41:21you know so that I can be strategic and
41:24I can repair communication if somebody
41:26didn't understand I can say it again you
41:29know I can do those kinds of things in
41:32all different areas as I'm communicating
41:35so that looking into communicative
41:37confidence that we've seen other
41:38presentations on that piece of it you've
41:42got a worksheet a couple different ways
41:44that I use for planning this out where
41:48we can look again activity by activity
41:50and then I do that on the top half of
41:54this worksheet and then on the bottom
41:57half as we're planning it might be that
42:01we also look the plan for different
42:03systems so it
42:05be that when the teacher is lecturing
42:08and were in a large group I might use
42:11this kind of a system for example a
42:13child that might have a printed book and
42:15an electronic book most both might be
42:18there but you know maybe it arrival at
42:21school I'm talking with my electronic
42:23voice you know and then as we go into
42:26groups it might be faster to use my
42:29printed book you know and as I go into
42:32pair share I'm going to be on a
42:34vocabulary set that's programmed prepare
42:37share activity in whole sentences so
42:40that I can get them out really quickly
42:42so looking at that way especially if you
42:45have staff that are ever-changing and
42:49people that are just getting familiar
42:51with communication systems having some
42:54kind of thing for them to refer to so
42:57that they know how to switch I know
43:00might be different levels on the system
43:02it might be helping to guide a child as
43:05they navigate their own system those
43:08kinds of things can be very helpful so
43:10the child can be participating at their
43:13highest levels throughout the day again
43:19we're always looking at you know just
43:22giving them the device is not enough you
43:26know you have to look at what the
43:28barriers are and then plan for access if
43:33the device is saying here you go
43:36the kid is not the one who is the one
43:40that's got to figure it all out
43:42we the big people are the ones that have
43:44to do the planning and I'll take another
43:48break to see if there any questions or
43:50comments okay and I don't see any in the
43:56detector just kidding hold on someone's
43:58typing so we'll give it just a second
44:00yeah Tina says she'd love a second
44:04glance at your planning page and these
44:07slides Kelly has made all of her slides
44:10and handouts available so you are
44:12welcome to go back and check those out
44:13as time goes on as well so you can take
44:16your time and work through them yeah
44:18that's all we have right now Kelly so
44:20feel free to keep going sure so this is
44:22a planning page and as you go to use it
44:24there are directions with it I've got a
44:27full set of the forms that I use and in
44:30the document that says like fater forms
44:32blah blah blah I've got like all of the
44:35forms from the set framework that I use
44:37and from the participation model that I
44:39use and some other pieces that you'll
44:43see I don't ever use all 12 of those
44:46forms in any one case I gotta pick and
44:50choose it depending upon what we're
44:53working on as you go to use them if you
44:55have any questions please don't hesitate
44:58to email me and you'll find my email off
45:02of my website as you you know a lot of
45:06this ends up in looking at training and
45:11other opportunities I'm you know what
45:14are you doing as a communication partner
45:16what you know reflecting what do you do
45:19that elicits communication what do you
45:22do that raises the bar for communication
45:24with your child or with your students
45:27what are the things that you might not
45:29know that you're doing that inhibit
45:31communication you know sometimes there
45:34are things that we're doing that
45:36actually stop kids from communicating it
45:39stops their turn you know they think oh
45:41well we know just gotta wait for
45:43somebody else to keep talking so you
45:45think of the things you know we always
45:47talk about modeling use the kids system
45:51I'm always telling the families that I
45:53work with them the staff that I work
45:55with you want kids to be a symbol talker
45:57you have got to be a symbol talker to me
46:01you have to use their system for our
46:04kids that are learning to use a natural
46:06speaking voice if you want kids to be a
46:09natural symbol user you got to be a
46:11natural symbol user
46:13learn to use the system rate alongside
46:16with them on the kids that I know their
46:19system best I learned right along with
46:21them it's not that I took home overnight
46:24and you know for months and months and
46:26months try to learn it I learned it
46:29right along with my kids
46:30and those are the systems that to this
46:32day I still know the best and I'm
46:35learning the best as a communication
46:38partner if you're following any kind of
46:41prompting hierarchy you know start with
46:44the least that you can do you know that
46:47you might be doing model modeling we
46:50talk in pod training we talk about not
46:53even implementing any kind of prompting
46:56hierarchy until giving it a year at
46:59least of modeling because we're trying
47:02to emulate the same thing that happens
47:06with children that were though we're
47:09looking at and we're following along for
47:10children to speak out loud with a
47:14natural speaking voice 12 13 14 15
47:19months we should be giving that same
47:22thing to our Augmented speakers before
47:25we start having any kinds of
47:28expectations that we do any kind of
47:31formal prompting with and then when we
47:33do we shouldn't be grabbing hands and
47:37pushing hands onto systems but modeling
47:39and having children model right after us
47:43this assessment tool social networks
47:46from Sarah Blackstone and her team looks
47:51at how kids communicate with different
47:53communication partners you know we might
47:56have ways that we communicate
47:57differently with our family and with
48:00clothes you know our infinite partners
48:03and how we communicate with paid staff
48:07and with unfamiliar people and that's
48:11okay we need to accept that there are
48:14different communication modalities for
48:16different partners we need to learn that
48:20there needs to be a purpose as I was
48:22mentioning before there's a purpose for
48:25communicating and that purpose is set
48:28not just by the device it's set by what
48:31we're doing where we're at how that
48:34activity is set up to talk or not about
48:37and what kind of strategies that partner
48:39is using don't find different kinds of
48:43advice
48:44for partners how to give good
48:46descriptive feedback descriptive
48:49feedback is not good talking now for a
48:52kid that uses their system and for you
48:54to Pat them on the head or to give them
48:56a sticker this is not a performance AAC
48:59long range is not about performing with
49:03your system it's not about good job and
49:06good talking it's about back to them
49:10expand on what they said you know oh you
49:14asked me for juice here it is you know
49:17those kinds of things try to be Nick
49:19natural don't we ask and reconfirm
49:23everything that they've said if you
49:26didn't understand it you need to tell
49:29kids I don't understand you need to
49:31either tell me a different way or model
49:34it so that they learn another way to say
49:36it I think too often people try to be
49:39nice and friendly and when kids go
49:43unintelligible for so long and then
49:47people never refer them back to say hey
49:50you need to use your system so I can
49:51understand what you're saying you know
49:54and you can say that in a way that you
49:57feel like you're not hurting somebody's
49:59feelings but yet you inform them there's
50:02a reason that you have this system and
50:06it's not just a task to be done now make
50:10sure that you're modeling the device
50:12don't turn it into an academic task to
50:16be done do this and then I'm gonna give
50:18you something for it because the kids
50:21like their devices as thing to be put
50:25away make sure that you're using it in
50:28natural settings don't make it show me
50:31this show me that you know like the
50:33performance trick that it should just be
50:37something we talk with trained
50:40communication partners not everybody has
50:43to go to a full-day training but they
50:46need to know some information about what
50:48to do and communication you know pause
50:55take a breath not that I am right now
50:58promote interaction with their friends
51:01and their brothers and their sisters and
51:03cousins and peers at school all of these
51:07things are really important make it fine
51:11create environments that expect
51:13communication maximize their modalities
51:17and don't exempt their turn you know
51:21take a pause see what they want to say
51:24and build on it
51:26try not to anticipate every need that
51:30they have so that they don't have to
51:32talk and make true choices available
51:35don't make false choices available kids
51:38know when you're fooling around and when
51:41you're not really giving them an
51:43opportunity if you're gonna do kind of
51:46strategies like sabotage only do them to
51:49activities that they know and that they
51:52know their way around and it's not gonna
51:54be explosive and stressful don't be
51:59afraid to be silly you know use
52:02communication in lots of different
52:04situations and have fun you know and
52:09please you know it doesn't have to be
52:11the speediest thing ever if you don't
52:14have a lot of time and I've had people
52:16say this well I don't have a lot of time
52:18then cut down on them bounce of
52:21expectations for turns you know if you
52:24don't have a lot of time and you were
52:26like oh he has to have five turns well
52:28that might not be possible that just
52:32might not happen you know plan for
52:35participation go through I do day maps
52:38here is a map of the day what might be
52:41the barriers complete a participation
52:44plan pick activities that promote
52:47communication we're still going to have
52:49the communication device there all day
52:50long what vocabulary items that are
52:53already in the system are we going to be
52:57teaching and stressing everything else
53:00is still there we're not going to just
53:02create activity boards for certain
53:04activities do activities in the natural
53:08environment don't make up stuff that
53:10doesn't happen
53:11a regular basis give kids time to
53:13initiate and respond to their
53:16initiations of course we're always
53:19running out of time on other things
53:22there are training models out there that
53:26you can follow along with formal
53:30trainings that you can go to some of
53:31these are online some of them are things
53:34that people have on online as far as you
53:42can get started with environmental
53:50communication teaching training and the
53:53communication enhancement process those
53:56are things that you can watch there are
53:59two or three videos for those off of
54:02ablenet university or ATI a webinars get
54:07started that way and then contact me for
54:10follow-up so they're just you know some
54:14of the companies have trainings that you
54:16can go through and follow for getting it
54:20started with implementation as a piece
54:23of planning one thing that I always do
54:28and you'll find this form in my packet
54:30is helping teams through planning
54:34responsibilities and this comes from the
54:36work of dr. Gary comely from university
54:38Wisconsin Stevens Point and what Barry
54:41looked at was that too often people
54:45assumed that things were getting done
54:48around AAC systems and what he did in
54:52both during the assessment process and
54:55more most importantly in the
54:56implementation process was what are the
54:59things that have to be done so creating
55:03a list of responsibilities who are all
55:06the people and you'll see here from a
55:09student that I worked with we even
55:12listed the student you know he's part of
55:14the system as well and then what Gary
55:18said is with this list people
55:22self-assign
55:23and you'll see the assigned
55:26responsibilities as a is the primary
55:28person and then always have a backup and
55:32you can have more than one um this kind
55:37of a chart is something that can get
55:39handed off then to a supervisor there's
55:43somebody who can monitor what's going on
55:46and can follow up if people are not
55:49doing what needs to be done to followup
55:52with your child or with staff and staffs
55:56responsibility what you do not do is one
56:00person filling out the whole chart
56:02that's a recipe for disaster you want
56:05people recognizing what needs to be done
56:08sometimes I have this chart and it gets
56:11started within a meaning and then it
56:15gets us into people's inboxes
56:20electronically or printed and put in
56:23their physical inbox until we get
56:25everything filled out you also see some
56:30other communicating the plan forms on
56:34some you know where activities what
56:35kinds of things are being used as kind
56:38of full lists and then lastly here as we
56:43wrap up in the last two minutes this
56:45thing's on data collection things for
56:49record-keeping or and dedicated systems
56:53or on the apps the Manteno has a nice
56:56list on that her website she even has a
56:59little handout other things that you
57:04might consider come from Marshall Raskin
57:07about you know effectiveness other ideas
57:12of things and then also from Gail Bowser
57:17and Penny Reed and Jayne Corsten things
57:20that you might be measuring a lot of
57:22things that people think about speed and
57:24accuracy duration how long it might take
57:28kids to communicate but also do they
57:32have ideas in this free downloadable
57:36how do you know it how do you show it
57:39guide that's in both English and Spanish
57:42you can look at interviewing the user
57:46doing video I do a lot with videos pre
57:49and post so we can go back and run some
57:52of the language activity monitors and
57:54even use things like the communication
57:56matrix do realize though that the
57:58communication matrix tops out at 24
58:01months expressively alright so I think
58:04I'm going to effectively run out of time
58:07I want to remind you too with data
58:09collection that you're going to find
58:11much more information on using things
58:13like language activity monitors that are
58:16built into many of the apps the AAC
58:20Institute has good handouts actually
58:25it's a course that you can go through it
58:28you can get asha credits for but also
58:31making sure that you're following along
58:34with all with that you can also follow
58:36up one stop all right Melissa my time is
58:40up
58:41great job Kelly thanks for all your help
58:43I'm surprised right once they got sucked
58:48into something else but thank you I
58:50didn't see any other questions come into
58:53the track there at the end but it looks
58:54like everybody's really grateful for all
58:55your your feedback and we're gonna be
58:57digging through these slides for more
58:58nuggets so thanks Kelly very good thanks
59:01for having me yeah

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