Paper-Based AAC FlipBooks: When, How, Why do they matter?
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:
· https://aaclanguagelab.com/resources/free - LAMP WFL and Unity
· http://www.assistiveware.com/assistiveware-core-word-classroom - Proloquo2Go
· www.project-core.com - Universal Core Displays (These are not flip books, just core)
Pixon Project Kit
· https://saltillo.com/chatcorner/content/29 - NOVA Chat and TouchChat (PCS and SS options)
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
· 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 SolutionsFarrel, 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.
Zangari, Carol http://praacticalaac.org
· 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.
Please let us know where you look for other resources on aided language input and communication displays (for download or purchase).