CCN Alphabet: Aided Language

Aided Language Stimulation (ALS) is a "language stimulation approach in which the facilitator points out picture symbols on the child's communication display in conjunction with all ongoing language stimulation. Through the modeling process, the concept of using pictorial symbols interactively is demonstrated for the individual" (Goossens, Crain, & Elder, 1992).  This approach is based on the assumption that children with complex communication needs will learn to use their devices or language systems through natural interactions in a language immersion environment just as other children learn to communicate using spoken words.

In order to use an ALS approach, the student and communication partner needs to have available to him/her a language system that has enough generative language vocabulary to be able to say whatever that students wants to say at any given time.

The following video outlines a few key concepts related to ALS:


When we model the use of a student's language system, students learn how to use real words in real situations throughout their day, a wide range of reasons for communicating (as we model more than just asking for our wants and needs throughout the day), how to put words and word parts together to provide more clarity to what is being said, how to use the actual device (example: navigating through the folders in the system), and how to repair communication breakdowns or errors. Students come to understand language and communication over time through observation and interaction.

Learning to use a communication system for both the student and the communication partner is like learning a new language and so it is important to also have a systematic approach for teaching and focusing in on language and communication skills. Two possible approaches are (1) Focused Aided Language Stimulation to teach and reinforce new words, or (2) Aided Language Stimulation based on focusing in for defined periods of time on different functions of communication.

Focused Aided  Language Stimulation

Focused language stimulation (Dirkinson, Cote & Smith, 1993) is an approach that involves direct teaching of new words followed by intentional and repetitive use of those words in a variety of natural contexts. The general approach to focused language stimulation is outlined is this  PrAACtical AAC blog post as follows:

1. Introduce the new word(s) using focused aided language stimulation.
2. Teach the new word(s) with explicit instruction activities. 
3. Elaborate on the new word meanings with engaging practice activities. 
4. Provide repeated exposure to the new word(s) on an ongoing basis.
5. Check for understanding and reteach, as necessary.

One place to start with Focused Aided Language Stimulation is to teach the most commonly used words, known as core words (look for further explanation of this when we get to V - Vocabulary). Below, I have included a few links to sources that can be used to better understand and to provide resources for the teaching of more common core words.

Dynamic Learning Maps Video on Core Words: The beginning of this video offers some great background information about core vocabulary. At the 10:30 mark, the first 40 recommended words in groups of 4 are shared. This list could serve as a way to decide on which groups of words to introduce first when doing Focused Aided Language Stimulation. Between 11:50 and 20:30, there is discussion and several demonstrations related to direct teaching of core words.

AAC Language Lab Core Word Starter Pack: Includes lesson plans, books and activities that can be used to interactively teach some of the first core words. Many of the words are "mediating words" - words that allow the student to gain control over his/her environment.

PRC Core Vocabulary Studies and Core Word Activities Handout: Information and ideas for teaching and incorporating 11 high power core words in to a variety of natural activities.

AAC Core Word of the Week Packages by Jenna Rayburn: This is a link to a blog post by Jenna Rayburn where she outlines what her Core Word of the Week Packages are.  These packages include materials and ideas for focusing in on a new word each week. At this point, she is still developing them. The blog post links to the Teachers Pay Teachers store where the first kit is available. Note that there is a cost associated with getting this packages.

My TobiiDynavox Website Core Lesson Plans: For those who are using the Compass App or the T-series devices, there are core word lesson plans related to the first 30 core words on the support website. Included for each word is a parent letter, ideas for teaching the word, printable books that can be used to reinforce the word, and ideas for implementing the word in to a variety of activities and school subjects.

Beyond teaching the first 10-40 core words, Focused Aided Language Stimulation can be used for any words. As a parent, the idea that using a communication device is similar to using a new language really hit home with me a few weeks back.  My son is 16 and in the past year, as a result of moving to focusing on having access to a robust language system, core vocabulary and generative language approaches, he has started to play with language a lot more. I am also seeing him trying to explain more of what he wants to say to me. Some time ago, he managed to explain to me that he wanted to go to a hotel by pushing a series of words - "want", "car", "swim", "sleep" and then going upstairs and getting a suitcase and bringing it down to me. I figured out he needed the word hotel on his device and he is now able to ask repeatedly to go to a hotel.  A few weeks later, he came to me again and was trying to tell me something else. He then put a series of words together "want", "car", "hotel", "eat", "no sleep". Because we have been doing this guessing game over so many things lately, I was able to fairly quickly figure out that he wanted to go to a restaurant as we often go out to eat when we are at a hotel. The word restaurant was already in his system but he had not yet mapped the symbol/location to the meaning of the word. Once I showed him, he was then able to use that word when he needed it. The reality is that he has known the difference between the spoken word restaurant and hotel for many years (as he could demonstrate the difference by signing eat or sleep when the word was said) but he had not yet learned how to say restaurant in the new language that he is learning. For me, this experience spoke to the need to ensure that I am doing some focused teaching or modeling of words that are associated with the activities and discussions that he is involved in. When thinking about school, it speaks to needing to think about the vocabulary associated with the classes he is taking and ensure that he can say it in the language that he is using (the AAC system).  

Aided Language Stimulation - Focusing on Functions 

Aided Language Stimulation can be overwhelming for communication partners because it is like learning a new language and learning a new language can be frustrating. Having a systematic plan that involves manageable steps assists both the student and the communication partners in the process. The above approach of focusing in on words is one way to get started. Another way is through focusing in on functions, teaching the words associated with a given function and then being intentional about modeling that function for a set period of time. Once their is comfort with that (i.e. it becomes more natural), then move on to a new function.

The PODD (Pragmatic Organization Dynamic Display) language system lends itself nicely to this approach as the pragmatic branch starters at the beginning of the book can be used to decide which function to focus in on for each stretch of time.  The picture below shows the different communicative functions that might be focused on from page 2 of a PODD book.

So for example, for the first few weeks, teams might just focus in on making complaining comments by using the "do something" branch and then following the links to state what they want to do or what they are going to do. For the next few weeks, they might focus on "Somethings wrong" and then when things go wrong (or when things are set up to go wrong) that branch can be used to talk about it.

Not all language systems are arranged in the same way as PODD but the different reasons we use to communicate can still be used to frame the introduction of new aspects of the language system a student is using. The Pixon project contains 12 learning modules that each focus on a different communicative function. Each module outlines core words to focus in on as well as provides ideas on teaching and using the words in a variety of natural contexts. Below are links to two different manuals that include these 12 modules with a few minor differences to them. The first module is very similar to the many of the links as that module is related to mediating and focuses in on many of the same words as what make up the first 11-40 core words.

Pixon Language and Learning Activity Notebook (PLLAN)

Pixon 60 TouchChatHD App Clinical Manual

So how does this play out in actual practice?  

Four years ago, when we at the tail end of being a self-contained classroom, we had the staff in the room, parents, and some home support workers trained in PODD and after this, we began our first attempted at Aided Language Stimulation. It was not a smooth process and there has been a lot of learning of learning in the past four years... and there is still much to be learned... but as we have dipped our toes in to it, the benefits of this approach are being seen. What is also being seen is that it is a process and that it is important to have some sort of systematic approach in place that will allow the communication partners to learn to do aided language stimulation.  Finally, it is becoming clear that this is a method that can only be used if the needed vocabulary is actually available.  

Jane Farrall just posted an excellent article outlining the process implementing the use of iPads in a specialist school where she talks about moving from having the iPads available to use of Aided Language Stimulation to the use of Focus Aided Language Stimulation and the impact that it had on the development of language and communication skills in the students in the classroom. Check it out on her blog here!

Inclusion Flowchart

Sometimes I think we make "inclusion" far to complicated.  But the flip side of that is that other times I feel we oversimplify it.  Inclusion is about recognizing that all students need flexible structures so that each is able learn.  We can't make blanket statements about student ability and then just "put them" in a specific place.  We need to be continually evaluating and responding to both their learning and ours.  We need to recognize learning as a dynamic social process.  For those who do not fit in the box, we need to be researching and trying other possible ways to enhance their learning.  Concepts of Universal Design for Learning (UDL) and Response to Intervention and Instruction (RTII) need to be approriately and flexibly applied.  Sue Buckley does an excellent job of speaking to this in her post "Every School Should be Inclusive". 

The Butterfly Circus

In the book Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life Thomas Armstrong asks us to reimagine disability as a natural part of the human condition.  His message is not unlike so many others.  The first time I came across the view was probably shortly after I adopted my son and discovered Kathy Snow's book and website Diability is Natural.  Thomas Armstrong takes the idea of disability being a natural way of being a step futher and speaks to the celebration of the diversity of the human person.  He digs in to strengths that are often associated with specific "disability" labels and talks to how we should be capitalizing and focusing on these strenghts rather than focusing on the deficit inherit to a given disability. 

 

This stuff speaks to my heart.  We all have strengths in this world and I believe it is our job as educators to work with students to discover and nurture these gifts and strengths.  As we come to understand gifts and strengths we can co-create a path to excellence with our students.  When it comes to the students on my caseload, strengths give us a window in to the things we can do to break down barriers to social, academic and routine participation and learning.  If we don't profile a student's strengths, we will be less equipped to support that student's learning.

 

But it is not our job to do it for our students.  It is our job to help our students discover it in themselves.  And sometimes that means stepping back.  In the end, our job is not unlike the folks that run the butterfly circus in the following video.  I often try to explain the difference between supporting and helping and can't quite find the words.  This video speaks very eloquently to this idea. 

 

 

 

Using the Nonverbal Approach to Promote Literacy

Link: http://web.utk.edu/~mbc/KnoxCountyNRAPresentation.pdf

 

I came across this Power Point presentation a few weeks back and have since found a couple of research studies on the "Nonverbal Approach to Reading (NRA)".  When I attended the "Literacy and AAC" course put on by Karen Erickson and David Koppenhaver in May, they spoke of the goal of reading instruction being that of "reading silently (in your head) with comprehension".  Seems logical but for students who do not talk what does this mean?  From everything that I've read what it means is that we need to be explicit about teaching them to read silently in there head.  We need to actually talk to them in the teaching process about what they are hearing in their heads while reading. 

 



 

I'm excited to begin trying this NRA method with a few of my students after Christmas.  I am using a modified approach to Patricia Cunningham's "Systematic Sequential Phonics They Use: For Beginning Readers of All Ages" with three of my students and have now created NRA Power Points to go with the word wall words that are introduced with this program.  One of the research articles that I read talked about including a motoric prompt to go along with steps of the NRA approach as they were then able to tell when students transferred the skill and were using the approach with other words.  I'm excited to add in this NRA piece.

Interactive to Independent Literacy: A Model for Designing Literacy Goals for Children with Atypical Communication

Article Link: http://www.tandfonline.com/doi/abs/10.1080/10573560490429050

 

I knew immediately that this article was to like this article when I read the quote that it opened with: "Researchers and professionals need to work actively to reverse the forces at work in our culture that lead to the ostracism of children who are different." 

 

Over the past year and a half, my views about literacy instruction for the students that I have on my caseload have changed quite a bit.  I have been fortunate enough to take workshops and/or courses form Linda Burkhart (PODD Communication), Karen Erickson and David Koppenhaver (Literacy in AAC Course) and Caroline Musslewhite (Literacy Workshop and Communication Circle Workshop).  I have also participated, along with two different teachers from the school I work at, in the Literacy for All project last year and this year.

 

It is not that I didn't believe in literacy instruction for "my" students so much as I was thinking of literacy as a series of lock step skills that needed to be mastered.  Sadly, a drill based approach to literacy still seems to be a reality for many with disabilities even against that fact that so many classrooms have moved to approaches that are much more comprehensive and interactive.  The functions of literacy skills seem go quickly get lost in this approach and these students are then faced with the added challenge of low motivation on top of the challenges presented by their disabilities. Without the context of what one is doing, it is hard to stay motivated to to do it. 

"For all children to bcome members of their literate communities, we must consider reading and writing not as end products but rather as socially communicative practices that begin to emerge early in childhood as other communicative abilities do. Both oral and written language are thus viewed as primarily communicative practice, and an intervention to achieve that end is best viewed as situated practice."

This article goes on to present a model for five level literacy instruction that is influenced by the Social Interaction Model, the Participation Model and the Situated Pragmatics Model along with possible goals for each of the five levels. 

 

It reflects the path that we have started down with the students that I have on my caseload over the past couple of years.  It is not always an easy path as it is slow and the focus is on interactions and the process rather than individually produced products.  The model is based on interaction to create understanding in the emergent stage and only moving on to conventional literacy when there is a deeper understanding.  The reality is that we can push students in to the emergent stage long before understanding and get the paper products that some would equate to learning so much quicker. 

What is the benefit of this approach?  How much research has been done?

It's all still so new and when it's about students with complex communication needs it is sometimes hard to measure these things.  Sometimes we need to just assume that these students will develop literacy skills in much the same way as others but they will require more time and because of limitations, they will also require others to be more deligent of keeping it all going.  I believe in the end the benefit will be motivation.  The article itself speaks to the benefit being that focusing this way also focuses in communication and interaction and these two things result in an increased quality of life for anyone. 

 

What I know is that making this shift has resulted in increased levels of interaction and engagement both with others and with literacy skills.  I know that I am imagining going places with letter by letter generative reading and writing that I had never imagined before with some of my students.  I know that I can see a deeper link between communication and litearcy and have found new ways to teach both in the crossover between the two.  I know that these skills we are working on are more authentically transferable then what we had worked on in the past. 

 

Finding this article was exciting for me because it framed so much of the learning journey about literacy and communication that I've been on (and will continue to be on) over these past couple of years. 

COACH3: Choosing Outcomes & Accommodations for Children: A Guide to Educatoinal Planning for Students with Disabilities

Planning for the 2012-13 school year is in full swing as we are looking to move all of the students that I have on my caseload to their age appropriate schools this fall.  I will continue to oversee their programs at each of the three schools.  There is still a lot in the air around what things will look like exactly (we have ideas but because they are new we will need to be flexible and responsive to situations and students).

One of the shifts we are trying to make is for the starting point to be what the individualized goals are for these students and then to build their individual programs, including where each aspect of those programs will be delivered, based on that.  This is really the way it should be done but somehow we have gotten caught up in putting them in to a program based on a diagnosis or perception and then building a program that ensures they fit in to the program as it exists.  It was never intentional. I think we just sometimes get stuck in things because they seem to be more efficient.  But really we should be looking for efficient and effective and sometimes that means sacrificing a little bit of the efficient.

Here is where the COACH3 model comes in.  Where are starting with planning individual programs for next year is to work through the COACH3 (Giangreco, Coloninger & Iverson) with parents so that we can discover what the learning priorities they have for their children are. It will be interesting to know if they match with what I think they are.  It will also be helpful as we continue to plan for what their programs will look like next year in their new settings. 

The family interview and figuring out what the priority learning outcomes in that meeting is just the first part of the process.  The next thing we do is look at supplemental outcomes based on what other team members feel is important and then look at the general supports that will be in place.  This information is then used to create annual goals, short term objectives and a program-at-a-glance.  Ultimately all of this is used to create the student's IEP.

I'm excited to try the model as I looked long and hard at both this one and "The Beyond Access Model".  In the end I decided on this because it is a little bit more laid out and right now we kind of need that.  As we continue to move forward we will continue to evaluate what the best tool to plan for programming for these students is.