Jun 23, 2013 ... 6/23/2013. 17. Classroom Management. Classroom Management. Instructional
Tools. ○ Book adaptations. ○ Story materials. ○ Literacy ...
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Assistive Technology in the Preschool Classroom Alison Speich, M.A.T., M.S., CCC-SLP Mandy Bennett, M.Ed.
Definition of AT (IDEA, 2004) Assistive technology (AT) device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability.
Definition of AAC (ASHA, 2004) Augmentative Alternative Communication (AAC) as defined by AAC Special Interest Division 12 of ASHA …AAC refers to an area of research, clinical and educational practice. AAC involves attempts to study and when necessary compensate for temporary or permanent impairments, activity limitations, and participation restrictions of persons with severe disorders of speech-language production and/or comprehension, including spoken and written modes of communication.
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Outcomes
The participants will learn about different forms of AT and view examples in the classroom. Participants will discuss opportunities for incorporating AT and AAC into the school day and the collaboration that is needed with team members to ensure success. Participants will understand the benefits of AAC and how it supports independence and verbal expression.
Research
Communication is often a significant area of need for students with disabilities. Usage of assistive technology has been proven to successfully support access to classroom activities and routines among children with a range of disabilities (Campbell et al., 2006). A research review of 23 studies involving 67 total participants found that the evidence supports augmentative communication interventions to increase speech production (Millar et al., 2006). Low-tech AAC paired with highly preferred activities provides many opportunities for communication (Downey et al., 2004). Dedicating time to collaborate with colleagues is key to a positive outcome for the students using assistive technology (Parette & Stoner, 2007).
Communicative Functions
Gaining attention Greetings Initiating communication prior to making a request/asking for assistance
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Communicative Functions
Requesting Object (food, toys, materials) Action (“open”, “help”, “stop”, “more”) Turn-taking
Protesting
Vocabulary Selection Core vs. Fringe
Core
Can be used by a variety of students Need for these words occurs frequently Multiple options for word combinations
Fringe
Specific to child/activity Example-highly preferred foods, sensory toys
Core Vocabulary (Beukelman & Mirenda, 2004)
Core vocabulary I, no, yes/yeah, want, it, that, my, you, more Mine, the, is, on, in, here, out, off, a, go, who, some, help, all done/finished
No mine, want that, more that, want it, all done that
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Core Words
Core Words
Core Words
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Core Words
Symbol Choices Unaided Symbols Gestures Vocalizations and Speech Sign language
Sign Language
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Symbol Choices Aided Symbols Real objects Photographs Line drawings
Photographs
Using Photographs
Danny is thirsty!
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Line Drawings
AAC Devices
No tech
Low tech
Mid tech
High tech
Access
Symbol access
Symbol size
Positioning
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Access
Sensory breaks/sensory needs Rocking chair Bumpy cushion Weighted vest Jumping breaks
Access
Page Fluffers Adapted Symbols
Sensory Needs
Book Access
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Positioning
Assistive Technology in your Classroom What does it look like?
Classroom Activities Morning Greeting Table time Bathroom/hand washing routine Mealtimes Morning Meeting Centers
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Morning Greeting
Greeting Song
Morning Song Video
Morning Greeting
Riham greeting song
Participation
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Participation
Table Time
Sequence Pictures Bathroom Routine
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Time to Eat!
Breakfast
More Breakfast Requests
Making Choices
Answering Questions
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Morning Meeting
Videos- Morning Meeting
Schedule
Story Tree
Centers
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Choices
Aided Language Stimulation
Aided Language Stimulation-Farm Play
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Aided Language Stimulation-Trains
Turn-taking
Art Activities
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Art Activities
Classroom Management
Classroom Management
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Classroom Management
Classroom Management
Instructional Tools Book adaptations Story materials Literacy
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Here Comes the Snow (Hello Reader!, Level 1 Medearis & Chambliss)
Story Materials
The Napping House
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Nursery Rhymes
Literacy
Adapted CETA Poem
Home Practice
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Home Practice
A Parent’s Visual Schedule
Goals
Multimodal-single words
Word Combinations using multimodal communication
Pairing word and sign with picture Structured vs. unstructured activities
Using picture symbols Low/hi tech devices
Visuals for behavior support
Picture board for choices
Visual schedule for expectations
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Scaffolding skills
Level of pictures used
Increasing demands for requests
Removing pictures as student increases use of spoken language
Case Studies-RY
Switch to gain attention
Picture symbols to request
Pictures support speech sound production
Case Studies-SY
Baseline-Multiple prompts to use single words to request objects
Current data-3 word phrases with picture symbols present and no verbal model needed for requesting objects
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Collaboration
Who collaborates?
Why is it important?
Program Management Time Making Pictures Storage Availability of pictures Set up
Set up
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Ideas for your classroom?
Questions
Resources
Checklist of Communicative Functions and Means (Amy Wetherby) Non-Verbal and Verbal http://www.ccdh.org/vendorimages/ccdh2008/ccdh/Checklist of Communicative functions.pdf Enabling Devices Cheap Talk 4, Cheap Talk 8 http://enablingdevices.com/catalog Mayer-Johnson Boardmaker Software Devices-SuperTalker, BIGmack, LITTLEmack http://www.mayer-johnson.com/?&sc_cid=affil National Joint Committee for the Communication Needs of Persons with Severe Disabilities (NJC) Communication Services and Supports for Individuals With Severe Disabilities: FAQs Communication Bill of Rights http://www.asha.org/NJC/default/
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Resources
Prentke Romich Company Vantage Devices Training Educational Resources Training/Technical Assistance Center Resources Online Training http://www.ttaconline.org/ Virginia Department of Education Assistive Technology Framework for Consideration and Assessment http://www.doe.virginia.gov/special_ed/iep_instruct_svcs/assistive_technolo gy/index.shtml Virginia Early Intervention Professional Development Center Assistive Technology Landing Pad Baby Power: A Guide for Families Using AT http://www.eipd.vcu.edu/sub_assist_tech.html
References
American Speech-Language-Hearing Association. (2004). Roles and responsibilities of speech-language pathologists with respect to augmentative and alternative communication: technical report [Technical Report]. Available from www.asha.org/policy Bauer, S. (2000-2005). Using AAC Devices. Assistive Technology Training Online Project. Retrieved from http://atto.buffalo.edu/registered/ATBasics/Populations/aac/using Devices.php Beukelman, D. & Mirenda, P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Baltimore, Maryland: Paul H. Brookes Publishing Co. Campbell, P., Milbourne, S., Dugan, L., & Wilcox, M. (2006). A review of evidence on practices on practices for teaching young children to use assistive technology devices. Topics in Early Childhood Special Education, 26, 3-13. Downey, D., Daugherty, P., Helt, S., & Daugherty, D., (2004, September 21). Integrating AAC Into the Classroom: Low-Tech Strategies. The ASHA Leader.
References
Millar, D., Light, J., & Schlosser, R. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language, and Hearing Research, 49, 248-264. Mitler, J. (2007). Assistive technology and IDEA. In C. Warger (Ed.), Technology integration: Providing access to the curriculum for students with disabilities. Arlington, VA: Technology and Media Division (TAM). Retrieved from http://www.tamcec.org/pdf/AssistiveTech and IDEARegs.pdf Parette, H., Stoner, J., Watts, E. (2009). Assistive technology user groups perspectives of early childhood professionals. Education and Training in Developmental Disabilities, 44(2), 257-270. Simpson, L. & Oh, K. (2013). Using circle time books to increase participation in the morning circle routine. Teaching Exceptional Children, 45(6), 30-36.
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