Paper-Based AAC FlipBooks: When, How, Why do they
matter?
Proposal for
Closing the Gap 35th Annual
conference - October 18-20, 2017
Deanna K. Wagner, MS/CCC-SLP
Caroline Musselwhite, PhD
Gretchen Hanser, PhD
Learning
outcomes: As
a result of this session, participants will be able to:
1.
Identify ways in which
AAC devices, well-organized paper-based symbol systems, and thoughtful
implementation techniques can work together to improve communication skills.
2.
Discuss successful
strategies and materials for design of functional paper-based support systems.
3.
Describe specific
examples of when/where paper-based symbol flip books are superior to high tech
options.
4.
Discuss issues regarding
vocabulary development, language acquisition, and/or literacy as they relate to
multi-modal symbol supports.
SUMMARY
(100 Words):
In our efforts to offer access to robust dynamic screen
vocabularies, sometimes we forget to slow down and offer explicit feedback for
page-changing. Parallel use of a printed
FlipBook shows what item to select BEFORE the page changes. Talk about what the symbols mean and predict
what items are linked to a symbol on his/her high tech system. Use paper displays with multiple partners, in
the pool, with a flashlight. Simulating
Hide/Show, VocabularyBuilder, and Progressive Language, paper-based examples
will be shown for focused instruction of specific target vocabulary. We will share resources for downloading
pre-made displays and making them indestructible.
ABSTRACT
(300-500 Words):
This
session will share our strategies and stories about using paper-based displays
in parallel with high tech systems. We
are definitely not proposing that this would be a pre-cursor to high tech
systems, but a strategy to supplement learning.
Paper-Based
AAC FlipBooks – What are they? Why do they matter?
There are a number of resources for printed
displays that are available for purchase or download. Page-turning options that flip up or down are
often a part of these systems. We will
share a number of examples that use various symbol sets. We have found that using paper-based displays
helps slow down the process of selecting a message and provides the
communication partner with additional time to talk about what the symbol may
represent and clarify the intent of the message.
When
to use them?
Use paper-based displays at the pool, in
brightly lit rooms, and in darker rooms with a flashlight. Use them when the high tech device is low on
battery, or when the user doesn’t want to share his/her high tech device for aided
language input. Use with overlays and
cut-outs for target with complete access to the full vocabulary when needed –
faster than using hide/show in TouchChat and much like turning on/off
Vocabulary Builder, Exploring vocabulary in Proloquo2Go when Progressive
Language is turned on, and Babbling with SpeakForYourself.
How
to find them and make them indestructible.
- Look on Amazon for paper that is weatherproof, waterproof and/or tear-proof (e.g., TerraSlate, Rite in the Rain, Xerox Waterproof Multipurpose Paper). You may need to use a laser printer.
- Look on-line for paper-based displays that use Mayer-Johnson PCS, SymbolStix and Pixon images. Here are some examples:
Pixon Project Kit
Speak For Yourself (with category indexes, make your own flip book from
device screen shots)
o
AAC-Communication-Flip-Book-and-Boards-2431089
by Super Power Speech
o
Motivate,
Model, Move Out of the Way: How to implement AAC by Kate Ahern
o
AAC Picture
Communication Book with Core and Fringe Vocabulary by Susan Berkowitz
o
AAC Flip
Communication Book BUNDLE by RosieBeeSLP
o
AAC
Communication Book by Speech Me Maybe
o
Core
Vocabulary Binder Ring - Core Board Binder Ring AAC by Mrs Ds Corner
o
Low-Tech,
Core Vocabulary Based, AAC Flip Boards by Speechy Musings
RESOURCES
·
This PowerPoint slideshow, aimed at parents and
caregivers, explains why and how aided language works in the home.
Enders, Lauren. Moving
beyond a Common roadblock to Successful AAC Implementation. June/July,
2016 edition of Closing The Gap Solutions
Farrel, Jane. http://www.janefarrall.com
·
Why We Do Aided Language Stimulation
- And You Should Too! - This guest blog, written by Mary-Louise
Bertram, clearly explains why modeling is so important for those beginning to
use AAC.
Hatch, Geist,
Erickson, Greer, & Erwin-Davidson.
ATIA, 2017. Using Core
Vocabulary in Emergent Literacy Instructional Routines. www.project-core.com Professional
Development Modules
Mirenda, P. (2008).
"A back door approach to autism and AAC." Augmentative and
Alternative Communication. 24, 219-233.
· PrAACtical Resources: Video Examples
of Aided Language Input - A collection of videos including therapists, educators,
and families using Aided Language Input
·
PrAACtical AAC: Why We Love Aided
Language Input - This article links to 4 research articles
demonstrating the benefits of Aided Language Input.
FINAL WORDS
Please
let us know where you look for other resources on aided language input and
communication displays (for download or purchase).
