If you have a child at home who uses AAC, you have probably heard “model, model, model”. Sometimes this is easier said than done. It is easy to get caught up in the labeling trap, and not exploring other types of vocabulary during this naturally social time.
We have created a short cheat-sheet with some ideas of other things to talk about at lunch. Comments about what you are eating, direct the actions of others around you, ask questions about taste and texture, and let your child know how you feel about the food.
Note: “it” can be replaced with the specific food item you are eating (i.e. “apple big”).
Do any of you have pets? Especially dogs! I do, and today he was whining for some of the homemade soft pretzels I made. So I started having him do some tricks to get some pretzel. But then I thought, “hmmm most of these trick commands are CORE words!” So I got on the floor, grabbed my iPad with LAMP WFL, plugged in a blue tooth speaker, and Sir Lancelot (my dog) started doing some tricks! This could be really fun to do at home with your pets! Check out the video here!
The current trend is to convert popular young adult literature into graphic novels. These can be a great resource when you are looking for age-appropriate and motivating literature for older readers. When using these in your virtual classroom or at home, Kindle Cloud and the Kindle App can be a helpful tool. Click the link below to view an Amazon list of our favorite titles.
First, I hope everyone is staying safe and healthy! With schools closed, I’ve seen a lot of posts about AAC use at home, tele-therapy, resources for AAC users, etc. I’m going to be doing some AAC tele-therapy and I am so excited to see my students and clients! I am also going to be posting story time videos with AAC. I’ll be reading books and modeling with an AAC device while reading. My first book is one of my favorites, “If You Give a Mouse a Cookie!” I know some of my clients like to watch YouTube videos of books and video games and hope some of them will follow along for some aided language stimulation. You can watch the video here.
I”ll mostly be modeling on LAMP WFL, Unity, and WordPower 60 since that’s what most of my clients use. But, feel free to send me an email and I am happy to model with a different system!
Many of my students have vision impairments and benefit from hands on literacy experiences. Although, honestly anyone can benefit from a hands on experience when learning language 🙂 So for my first story, I also made a second video for parents about story boxes. You can watch the video here. Story boxes are interactive literacy experiences using objects or items that correlate to the story. You can learn more about story boxes from this article on the Paths to Literacy website.
I hope this is a helpful resource for everyone at home!
If you’re an SLP or teacher, I bet you have some Toca Boca apps on your iPad! They periodically go on sale, so I’ve acquired quite a few over the years! But there are some that just seem to work with almost any child I’m working with. Here are my top five!
Many of the individuals I work with are emergent readers. We work a lot on letters and letter sounds. Teachers, parents, and I often use this section from the Bridge Rating Scale with our emergent readers to see what areas of alphabet and phonological/phonemic awareness we need to work on.
Here are the top five toys that I use the most when working on alphabet knowledge and some phonological/ phonemic awareness skills.
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 Sometimeshere 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.
A few years ago, I heard Carole Zangari present on the Tell Me Program at a PALSS conference. I was watching live with a teacher and another SLP and we immediately wanted to get started! It took a couple of years until the program was available for purchase through Attainment Company, but it was worth the wait! This year, I’ve worked with several classrooms using this program and have been so impressed with the increase in students’ language and AAC use. Hang in there, this post is a bit on the longer side but has some great resources!
The program comprises of a ten day (two week) learning sequence revolving around one book. The books tend to be simple and familiar. Many have predictable pictures or text. Each two week sequence has:
Target vocabulary words and a target letter. – We decided to do two target letters per book for contrast. (Check out this post by Jane Farrall where she talks about providing at least two and up to six “letters of the week” for alphabet learning.)
Shared Writing lessons
Shared Reading lessons
Quack Quack Questions – Simple questions that can be answered using target or concept vocabulary.
Dramatic play. – This has been a favorite component of ours and has encouraged carryover of target vocabulary into other contexts.
There are many other components to the program, but these are the ones that we have been most successful in implementing!
I saw a post on Facebook about how the amazing mom from the “Hold My Words” page, created a chart book to go along with the program. You can check out her video post here. She used a few pieces of poster board to create her chart book and it seems ideal for home schooling or individual sessions. However, using the program at school, we needed to create something that could be easily replicated for several classrooms. With that in mind, we created a visuals book that has the target words on the front and pages inside for the song, who poster, what poster, story map poster, letters of the week, and quack quack questions. For each of the eleven books in the program, we created a unique visuals book that we printed on tabloid paper, laminated, and bound. After the eleventh book, another teacher and I came up with a generic template for the book and visuals. You can download our template for the book and icons! You can also see the book and icons we made for the “I Went Walking” book. If people are interested, I’m happy to share the visuals from the other ten books! You can email me at firstname.lastname@example.org for access to the rest.
We also put together a dramatic play kit for every unit. We make sure to include accommodations for our switch users! This is a great time to work on language carry-over using the words of the week!
Let us know how you use the Tell Me Program in your classroom!