DOWN with flagellations, UP with congratulations!

DOWN with flagellations, UP with congratulations!

Okay, I know . . . it sounds like sappy stuff from a Hallmark Card.  But think about it – how many people do you know who are feeling even more overwhelmed and anxious now than we were before Covid?  And I hear friends and colleagues (and myself) being so hard on ourselves.  

I attended a thought-provoking webinar last week by Alisha Noterman and Lisa Sandoval of Dynamic Therapy Solutions / Educate4.  Among many topics, they discussed the importance of having a positive mindset.  Of course.  But the way they shared this really got me thinking.  We all need to engage in more positive self-talk, and just give ourselves a bit of a break sometimes.  This morning, this quick reminder came to me, so I made it into a meme.

I'm not saying not to worry about what we're not getting done, but to also increase our acknowledgement of all that we are accomplishing.  This verbal reminder came to me this morning as I was going over my To-Do-Today list (which happens multiple times each day).  I have a color-coded system based on urgency.  I realized that I have been feeling completely unsuccessful but when I looked at all of the items that went from GREEN (GO - do it NOW!) to √ (checked off), I stopped for a minute to give myself accolades.  Voila, a meme is born!!

Hope this helps you be a little nicer to yourself.  I think we can all accomplish more if we treat ourselves a bit better!

Find the Word - Using the Open the Box template from https://wordwall.net/

Find the Word 

Using the Open the Box template from https://wordwall.net/

What Is Find the Word?  This is an activity where students are trying to find words on their AAC systems, game boards, word walls, etc.  Samples include:

• Word Wall Words. Example, introducing you 5 new word wall words each week (or 3, 4 etc)

• Core Words of the Week / Month.  PrAACtical AAC suggests the Year of Core Words, with new words each month.  Here's a link to multiple posts:  https://praacticalaac.org/?s=year+of+core+words

• Vocabulary Words.  Teachers might be introducing vocabulary words for science or social studies units.  While these are typically not all added to AAC systems, they are often included on lists that students can access.

Why Use the Open Box Template from Wordwall?  In a word – engagement!  Just saying 'find ____' can be incredibly boring, whether students are finding the words on their AAC systems, on a game board, or on a word wall (or all 3!)  So, using the Open the Box template adds fun.  It takes minimal time to set up and to use, but adds maximal engagement.

How to Create It.  Just use the 'Open the Box' template, and quickly add each of the target words.  DO NOT ADD PICTURES!  Remember, we want students to (eventually) read the words.  Adding picturewil not support reading the words!  The image on the right shows a word wall using the Wild West theme (always a winner).   Here's a link to that activity, so you can play with it for free:  https://wordwall.net/resource/24706319

How to Use It.  First pick a theme.  Currently, there are 6 themes (shown below) for the Open the Box template.  New ones are being added – for example, the Christmas theme was new in December!

Note that each box has a number.  Students can use their AAC systems or sign the # that they want.  While this is a very simple template, it can greatly reduce student distraction.

Tweaking the Game.  The image on the right shows the 'December Core Words' using the TV Game Show Theme.  Note that I
chose to have 4 columns and 3 rows, because that was the optimum 'fit' for this number of boxes, so that the words could be as large as possible.  To do that, I manipulated the options, as shown on the image below.  ENJOY!!

Reference:  

Musselwhite, C.  Wonderful Word Wall Fun:  Tips, Tools, and Templates.

https://www.teacherspayteachers.com/Store/Caroline-Musselwhite

That's Good / That's Bad

 A funny video to get your attention!!

Archie Campbell is known for his 'That's Good / That's Bad' comedy routine.  You might want
to show this video to kick off a practice session on positive and negative comments!  

What.  If you've seen my presentations about social scripts – or read the book Linda Burkhart & I did, Can We Chat:  Co-Planned Sequenced Social Scripts – you know about 'good news / bad news.'  The object is to get students to practice both:

Positive Comments: Using core words GOOD, LIKE and using 'chat' or 'social' words, such as COOL, AWESOME, WOW.  Ideally, these are student-specific, such as EPIC, HILARIOUS, or WICKED.

Negative Comments: Using core words BAD, NOT LIKE, and using 'chat' or 'social' words, such as YUCK, GROSS, BUMMER, and student-specific words, such as NASTY, DISGUSTING.

Neutral Comments: Using core words OKAY, WELL, OH, and using 'chat' or 'social' words, such as REALLY, and student-specific words, such as WHATEVER.

Why.  Comments are so powerful because they let students share their own opinions, and show their personality.  Comments can demonstrate that students are listening, show what they understand, and fulfill social agendas, such as showing social closeness (aspects of personality and changing perceptions).

How.  We can use many opportunities to practice positive, negative, or neutral comments.  This can include:  

Playing Games.  Games offer many opportunities to celebrate and snarl.  This is a great opportunity to call out YES!  COOL!  or RATS!  DARN!  It's especially helpful when peers model these comments.

Watching Wordless Videos.  Wordless videos are wonderful for so many language learning
purposes – including practicing modeling skills.  See www.aacintervention.com, Tip # 3 for 2018, for strategies and examples. 

Reading Books.  Many books showcase good and bad news situations.  One book that is particularly great for this purpose is the book 'That's Good / That's Bad, by Margery Cuyler.  You can also see a Read Aloud of that book by clicking on this link. 

Word Wall Activity Website!!!

WHAT.  The website, https://wordwall.net/ is a great find for teachers and therapists. It has the title 'Word Wall' (and I have developed many activities to support word walls, as described in Wonderful Word Walls:  Tips, Tools, and Templates), it can be used for so much more!

WHY.  Save time!  Build engaging activities!  Look at all of the templates that are available!  I have only used about 6 of them, but with wonderful results.

Another great reason to use this site is that you can get data.  

Plus, the customer support is fantastic.  They had a feature that allowed you to change fonts.  Needless to say, that is HUGE for students who are struggling learners!  Then it disappeared.  I contacted them and heard back immediately that they are working on restoring that feature!

And the final reason is engagement!  Students are so motivated by these activities!

HOW.  You can use their templates to make a wide range of materials.  Then you can duplicate your activities, saving the features you have included.  I find that many of the activities can be quickly created.  

Sample:  Games for Fun.  Colleagues shared this site with me when we were planning fun activities for the ISAAC virtual conference.  One of our social events was a 'beer night.'  Yes, you heard right – a beer night.  My colleague had found some fun facts, and I was able to quickly enter them into game format, complete with timing, and with images from this website.  I used the Open the Box template with questions.  Voila – a fun game.  The game is shown on the right, and I made it public, so you can access it using this link -  Beer Drinking Game.

Sample:  Find This.  I play many variations of 'Find This' – finding the core words of the month, finding the five new Word Wall Words, finding an example from a category on an AAC system.  The image on the
left shows the words for the December Core Words from the first year of core words from PrAACtically December - AAC Resources.  It offers another fun way to introduce words.  (Many more fun tools and strategies will be included in the upcoming TPT book, AAC Generalization:  Rehearse and Practice).  Here is a link to the Find This December words.  You can change the theme - the one shown is the TV Game Show.  

More to Come!  Future blog posts will show many additional ways to use the Word Wall website.  Enjoy!

Dance with the Girl You Brought!

 What?  I know that many of you have heard me say this . . . 

And maybe you've seen my meme . . . 

It's one of my Pinterest AAC & Literacy Quotes

Why?  Dance with the one you brought means flexibility to me.  It means thinking carefully about how you can be as effective, efficient, and engaging every day!

How?  Here are a few examples.  

* Figure out what works with the students you have, making accommodations to fit their needs.

• Use the light tech tools you already have (e.g., dry erase cubes, velcro cubes, paddle boards).  

• Use high tech tools you are familiar:  For example, a sorting activity for word walls, math, or making words, etc.  may work equally well on Google Jamboard, Smartboard, Microsoft PowerPoint, or the iPad   Sticky app.  

•  Pick a task to suit the time.  For example, at the beginning of the day, many students are more primed to focus and work on harder tasks, such as guided reading.  Many phonics tasks feel quite game-like (e.g., What Makes Sense, Speed Bingo) and can be fun afternoon activities.

Where?  The book Wonderful Word Wall Fun:  Tips, Tools, and Templates (Musselwhite, 2021, Teachers Pay Teachers) provides many examples of using the 'Dance with the one you brought' concept!!

Attribute Meaning!

 What This Means.  I often talk about attributing meaning, and how essential this is, especially for emergent communicators.  We do this without thinking about it for infants who are learning to speak.  When the infant says 'ba-ba' we rush to figure it out.  And we follow up!!

"Bottle? Here's your bottle sweetie!""

Blankie?  Here's your blankie."

"Banana?  You love bananas.  Let's go get one!"

Book?  Let's get your books.  Want to read 'peek-a-boo?'"  

"Boppy?  Boppy's not here now.  Should we call him?"

Attributing Meaning for People Who are Learning Their AAC Systems.  So, what happens when an individual who is learning their AAC system presses a button or makes a selection that doesn't really make sense to us.  Do we rush to 'figure it out'??  Or, because it is typically an older child, do we assume that it was a mis-hit or a mistake, or perseveration?  Often, students are exploring their devices to 'see what happens.'  Our response matters!!  We must attribute meaning!

I made a meme to remind us to attribute meaning. Why?  Because attributing meaning is:

Safe.  We should assume that the person is trying to communicate, and may be very intentional.  Or at least that they want to know what this message means, and what will happen if they select it.                                                                                                                     Simple.  It may feel awkward at first, but once you've tried it, attributing meaning gets easier and easier.  And it takes very little time.  And it's more fun than saying 'I don't understand' or – worse – ignoring or re-directing the communication attempt.                                                                                                  Successful.  I have seen wonderful success from this simple strategy, both with young children and with teens and adults.  Try it!

Where Can You Get More Information??                                                                              There's a tip for that!!!                   You can find it at:                

www.aacintervention.com              Tip # 2, 2018

The Three Es of Instruction: Effective, Efficient, and Engaging!

 The Three Es of Instruction:  Effective, Efficient, and Engaging!

You might have seen my post about The Three Ts of Writing Instruction:  Time, Technology, and Teaching.  Well now I'd like to share the three Es of Instruction for AAC and literacy for individuals who use AAC.

Effective.  This refers to following practices and selecting instructional targets that are evidence-based.  That is, the most delightful and enjoyable classroom and/ or therapy instruction must also be effective in supporting learning of language, literacy, math, etc.  This also includes the selection of targets.  For example, the slide on the right is from a recent presentation regarding targets for explicit AAC instruction.

Efficient.  Talk to parents, teachers, and therapists and you will hear the frequent lamentation, "There just isn't enough time!"  Because we have limited time to complete both embedded instruction (e.g., modeling AAC use) and explicit instruction (e.g., specific tasks to teach sample vocabulary, use of pragmatics, etc.), we need to ensure that we are using that time efficiently.   Thus, the use of fun and engaging tasks, tools, or materials must always be balanced with the time spent for preparation and implementation.  Remember the Musselwhite 30 Second Rule shown on the left!

Engaging.  As Karen Erickson (Erickson & Koppenhaver, 2020) often says, " . . our goal is not to make them learn, our goal is to make them want to learn."  Engagement is one of many factors that can help students want to learn.  Engagement might mean:

Using a Game, App, or Website.  

For example, when introducing new target vocabulary (at the 'Rehearse' stage), you might play 'Tic-Tac-Talk' (see December, 2012 Tip at www.aacintervention.com ).  You could play this either light tech (on paper, using fun markers), or high tech (e.g., using an app), as shown on the right..

 

 Wheel of Names

Many spinners are available to quickly support engagement.  The Wheel of Names (www.wheelofnames.com ) is a highly motivating version, because it includes features such as colors, speed of spin, and a wide range of background music while spinning (see the review of features for that website on this blog).

Practicing Skills Using Books, Videos, or Apps. 

  For many individuals who use AAC, practice can be best achieved using books, videos or engaging apps.  This reduces stress because the individual is thinking about what to say and where to find it on their system, but not speaking to an actual partner.  The image on the right shows how an app might be used to practice giving a compliment.  

Using Tools to Support Modeling and Role Play.

For some individuals, role play is a very effective form of modeling.  We have videotaped models and included them into digital books that students can watch over and over, using apps such as Pictello or Book Creator.  For example, the student practiced several sentences that she can use in conversations.  Then we set up a sample situation (e.g., You are going to the movies.  You want to invite your brother), then videotaped her using that sentence to ask her brother.  This was put into a Pictello book so she could review the role play multiple times.

Summary.  These three components, effectiveness, efficiency, and engagement go well together, and can greatly support us in choosing goals, developing implementation plans, and having fun while carrying out these plans!

Resources.

Erickson, K. & Koppenhaver, D.  (2020).  Comprehensive Literacy for All:  Teaching Students with Significant Disabilities to Read and Write.  Baltimore, MD:  Paul H. Brookes.

Musselwhite, C.  (2020).  AAC:  Building in Generalization: Rehearse, Practice, Model – GO!  XCeptional Ed Course.   https://xceptionaled.com/course/28/aac-i%C2%BF%C2%BD-building-in-generalization-rehearse-practice-model-i%C2%BF%C2%BD-go