In the next few weeks we’re going to be reading “Sometimes” by Rebecca Elliot. Many of the students I work with have G-tubes and are in wheelchairs. They also, unfortunately, spend time in the hospital. This book is a great story for children with disabilities or their siblings. The main character, Clemmie, and her sibling talk about their time in the hospital and the things Clemmie sometimes has to do.
We’re going to be reading Sometimes using the format from the Tell Me Program. To learn more about how we use the Tell Me Program click here. You can download the visuals for Sometimes here to go along with our visuals book. If you own a copy of this book and would like a copy of the electronic adapted version, send an email to AmandaSoperSLP@gmail.com. The adapted copy contains the pictures only, no text, with background clutter removed for our students with vision impairments. We put each page on a light box or use the PowerPoint on an iPad.
In order to address the “dramatic play” aspect of The Tell Me Program, you can make your own G-tube doll using these materials.
- Exacto Knife
- Baby Alive Doll (This brand allows you to actually feed the doll. Just make sure you buy extra diapers!)
- Mickey Button & Feeding Tube/Extension Set (Amanda got this one by asking the school nurse.)
To insert the Mickey Button into the baby, simply make a small hole in the appropriate spot. Slowly make the hole bigger and test the button as you go, until it is the correct size.
Put the Mickey Button in and use the syringe to insert air into the button to inflate the balloon on the inside of the baby doll. Now you can feed the baby doll using water and the syringe!
I recently saw an awesome post on the Paths to Literacy Website from Deena Recker about books for students in different CVI phases. Check it out here. It’s a great post as she outlines different characteristics for Phases I, II, and III. She also provides free downloadable books to be used for students with CVI. I downloaded this fun one, Bill the Duck and the Ladybug. My SLP intern and I decided to make this into one of our adapted book kits!
We adapted/ included a few things in this kit. First, my intern put the story on a black background. Next we found a rubber duck and a light up ladybug (it’s Easter time so CVS is packed with tons of little spring light up toys like this). My intern has been reading this with one of our students who has characteristics of CVI Phase I. He’s been very clearly looking at the pictures in the book and saying “turn” to ask her to turn the page with his talker! She also reenacts the story using the story props.
Next we made a simple counting book to go along with the story. We followed the same guidelines and kept the text on one page and the picture on the other. We kept the background black, used bright text, and added some glitter to our spots to make them more visually attractive. On the last page of the book, we made a ladybug with removable spots. The Velcro on the ladybug is painted red so that it blends in. We did this so that it would not get confusing when counting “spots” on the ladybug if there were less than 5 black spots on. Then we made black spots with some glitter on them (again to make them more visually attractive).
We provided teachers with a few ways to work on numbers and counting while using this interactive activity. We included ideas for labeling numbers on a student’s talker, following directions with numbers, and counting.
You can find the PowerPoint with the instructions for our adapted book kit here. Enjoy!
It’s been forever since I posted! Things have been pretty crazy this school year but I think I’m finally getting back on track. More posts to come 🙂 I recently have been doing a lot of individual sessions with some of my more complex kiddos with a focus on AAC and literacy. I frequently use the Bridge Protocol to assess where my students are with regards to emergent literacy. I love this tool because it really breaks down emergent literacy skills and allows you see progress in smaller increments. It also has helped the teachers and paraprofessionals that I work with to have a better of idea of where their students are at and what skills they need to provide more opportunities for. (I was getting pretty sick of everyone only writing goals for “turning the page” as an emergent literacy skill with NO other ideas!)
A few weeks ago, I was at Barnes and Noble I spotted this sound story version of Goodnight, Goodnight, Construction Site. I am in love with it because it has a cute, quick story that goes along with the sounds on the side. So often, sounds books are either short (in pages)and have no real story line or they have a story line that makes sense with the sound symbols but it is SO LONG. This one is perfect!
I looked at the Foundations of Reading and Oral Language areas of the Bridge Protocol to keep myself on track while adapting. I really wanted to work on how my students handle/interact with books and increase their engagement.
With that in mind, I decided to texture adapt the sound symbols to give students (with and without vision impairment) something more to interact with. My SLP intern and I tried to be very purposeful with what we chose and worked hard to make sure the textures make sense with what the symbol represents. Here’s what we came up with.
We also decided to include the plush toy that goes along with the book to encourage interaction for some of our students who have not yet discovered a love for reading!
You can find the PowerPoint that goes along with the adapted book kit here. Enjoy!
PowerPoint can make adapting books a breeze. We recently took the same features we use when making books for the computer or iPad and created a book for an Accent 1400 with NuEye. The Accent 1400 allows the user to download Microsoft with PowerPoint 360. This opens up the endless activity possibilities available through PowerPoint.
AlphaOops! H is for Halloween is the first book we tried this with and it was a hit! Each slide contains 4 icons that the child can click to turn the page, hear audio of the page, go back, or exit the book.
Continue reading for a free template and step-by-step directions.
We are so happy to share some of our ideas for integrating language and technology for students with multiple disabilities at ISAAC 2016. You can download the handout from our presentation by clicking here.
Most of the activities that we shared during our session are available through our website. If you are searching for a specific activity and can’t find it please let us know through email and we will point you in the right direction. If you are looking for a book that is not available on our website due to copyright reasons, please email us with proof that you own the original book and we can send you the adapted version.
Lauren and Amanda
- We are so excited about the resources currently available on the Project Core Website. The resources for Universal Core Vocabulary Systems will be sure to help many! And we can’t wait to see how their research progresses while developing a comprehensive implementation program for core vocabulary instruction.
- Loved Caroline Musselwhite’s and Gretchen Hanser’s presentation on predictable chart writing. They suggested using a document camera to show the class what students are saying on their AAC systems.
3. Vikki Haddix, Mary Shannon Marcella, and Laura Henry shared how they developed a team of people knowledgeable about AAC in their district. Their 1x/month, 2 hour groups reviewing research studies/ papers and discussing their own tough AAC cases sounds like a great model for professional development.
4. Caroline Musselwhite and Gretchen Hanser made the point that typically developing children get FOUR years to scribble before they begin to form letters and words in their writing. Why do we have different expectations for individuals with CCN, especially the older students who have never been given a chance to write?
5. Kate Anderson recommended providing parents and educators with “hot” and “cold” knowledge about AAC. Parents tend to prefer “hot knowledge” such as information given during a social interaction (i.e. conversation, online forum). So we should provide that in addition to the “cold” knowledge we typically provide in the form of handouts and pamphlets.
Put together these 3 sets of instructions and you can make an adapted pourer and CD switch for pennies compared to what the combo would cost through a retailer.
No-Solder Battery Interrupter
Last week we had a request on our Facebook page to write a post about how we make PowerPoint books. I had just started a how-to guide for my co-workers so the timing was perfect. You can download the guide I created by clicking HERE.
Let me know if you use the guide to create a book and feel free to email me if you have any questions.
On Wednesday, Amanda and I received an email from a wonderful SLP we work with, sharing a few great AAC stories from her day. Hopefully they put a smile on your face as well.
“Student A was trying to get his behavior specialist to go away. I’ve insisted that … he use his device or screen shot of the device and they have been great about that. He told him to “leave” about 8 times but he couldn’t leave the room due to safety concerns so Student A stopped, looked at his device, and tried “away” 5 times . I guess we found a motivating request!!!???”
“Student B used two word combo independently again with “[SLPs name] help” while completing her morning journal. While in the kitchen she was not heard over the noise of the students. I had shown her how to “yell” when need be and she did to get [OTs name] attention.”
“[OTs name] and I had THE BEST co treat today I’ve ever had. We took Student C to the sensory room and tried swings, balls, snacks, videos, everything and he not only had a calmer body afterwards but was attending to the device during modeling from [OTs name] and I, as well as tracking if we drew his attention to the device and initiating using the device as well. Still working on finger isolation but all of that is huge improvement.”
I particularly love the story about a student yelling. A few of us have discussed teaching students how to raise their voice when no one is listening to them. I see it as a very important skill, especially when adults are not acknowledging what they are saying or brushing it off as unintentional. I think the next step will be learning how to whisper.
Since we started AACreATively in October, we have enjoyed getting to talk to and share ideas with some amazing parents and professionals. This is our way of saying “Thanks!” to those of you who have supported the blog.
Shrunken Treasures shortens 9 literary masterpieces into beautifully illustrated verse that is appropriate for children of all ages.
The book includes:
- The Odyssey
- Frankenstien (The illustrated monster is adorable.)
- Moby-Dick (Written to the tune of “Mary Had a Little Lamb”.)
- Jane Eyre (Written to the tune of “Three Blind Mice”.)
- A Thousand and One Nights
- Don Quixote
- The Metamorphosis
- Remembrance of Things Past
- About the Stories (Short, funny blurbs written by the author about each story.)
Good luck and we hope you enjoy this wonderful book!
Lauren and Amanda