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Dr. Caroline Ramsey Musselwhite

Wednesday, February 28, 2018

Laugh and Learn

WHAT:  This is just a reminder to take time in your busy classroom or therapy or home schedule to make learning FUN.  While this seems entirely obvious, I don't always see it in action.

WHY:  Consider the latest UDL Guidelines.  You can find them at the link below:


High interest, fun, and engaging activities can support both recruiting interest and sustaining effort and persistence.

HOWBelow are a few ways to up the Fun Factor, while still maintaining task focus and purpose:
1) Add an App! A few examples:
a) Supporting students in asking simple yes/ no questions with their devices?  Use a 'magic 8 ball' type of app, such as:  Your Magic Crystal Ball
See more ideas here:  
Asking Questions
b) Asking students to find items on their device or answer rote questions?  Present them from a 'name picking' app such as:  Random Name Selector Starter

c) Celebrating Writing?  Use an app with fun audio or video presentation such as Auto Rap or Word Salad or PicCollage or Path On Swipe to Type

2) Use a Highly Targeted Video
Too often, videos are used for 'babysitting' - that is NOT what I'm talking about.
Try 'Wordless Videos' stopping often for comments, questions, etc.
See the Tip # 3, 2018 at:  www.aacintervention.com 

3) Read a Clever Book
For young children through adults, you're never too old to enjoy a fun book.  Use these books for Shared Reading, modeling language on the student's AAC device and having opportunities to make connections:  Text to self, Text to text, and text to world.  So many books, so little time!  A few samples:
That's Disgusting by Pittau & Gervais

Little Critter Books

Story of the Little Mole

Have fun!  You might just catch your students laughing.  And learning!

Thursday, February 22, 2018

Paper-Based AAC FlipBooks: When, How, Why do they matter?
Interactive 60 min Session, ISAAC 2018, Gold Coast, Australia
Deanna K. Wagner, MS/CCC-SLP and Gretchen Hanser, PhD

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 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.

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.

AAC Flip Books – Where can I find some?
·       https://aaclanguagelab.com/resources/free - LAMP WFL and Unity
·       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

Ahern, Kate. http://www.slideshare.net/teechkidz/bringing-aac-home-fcsn
·       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.

Sennott, Light & McNaughton (2016).  AAC Modeling Intervention Research. 
       Vol 4, Issue 2. Research and Practice for Persons with Severe Disabilities. http://journals.sagepub.com/doi/pdf/10.1177/1540796916638822

Zangari, Carol http://praacticalaac.org

Friday, February 2, 2018

Recipes to Create iPad Switch Access: Stepping Up Our Game

WHAT:  Handout from ATIA, 2018

WHO:  Gretchen Hanser, PhD
             Michele Bishop, ATP

WHERE:  Download below
Recipes for iPad Switch Access