Literacy

and AAC

10/27/2014

Agenda Week 11 Nov 10

} Review

Quiz 9
} Discuss next part of project
} Brief lecture activity
}
}

Augmentative strategies for verbal communicators

Strategies to improve intelligibility
}
}

Therapy to target oral motor skills and articulation

Approaches that target processing of speech

Final drafts being turned in today:

} During

break, bring your paper up so I can

confirm the verification assessment is complete

} After

you have submitted the completed final

draft, begin working on the second part of the
paper

} Performance

assessment Group A Differential

Reinforcement

Part 2 Analysis Outline Au16

Analysis Outline Au16 under Carmen section labeled
Communication Assessment
1. Summary of the childs communication skills strengths;
areas of concern; how they demonstrate understanding of
spoken messages; what meaning is conveyed by the students
interactions
2. Form area discussing how student communicates with
respect to:
} phonology their use of sounds in language
} morphology form and structure of their words
} syntax/grammar structure of sentences

Part 2 Analysis Outline Au16

3. Content Area Semantics/Meaning of words
4. Pragmatics contextual influences on use of language
5. Context of their communicative opportunities
6. Conclusions and Recommendations
}
include intervention recommendations as well as
(one) lesson plan hypothetical, not for
implementation with student
7. References

Literacy and AAC

10/27/2014

Due next week not for grades

}

Intervention Draft 1
}

ES SPED 5722

Turn in electronically and in hard copy

}

If you are not able to bring a hard copy to class next week

Improving and Augmenting

Verbal Communication

Upload to Carmen
Email me when you have done so

Group Project Draft (to review before your in-class

presentation, not for grade)
}

May include PPT slides, word docs with outline, sample of

materials if you like, etc

Why would verbal communicators needs

help?

Option 1: Augment to Improve Intelligibility

} Intelligibility: being

} When

able to be understood and

comprehended by others
}

Comprehensibility refers to listeners understanding of

the spoken message (often used interchangeably with
Intelligibility they are not the same!)

intelligibility is an issue, context helps

Strategy: Topic supplementation

} What

kinds of learners might have challenges with

intelligibility? Learners with:
}
}
}
}

Down syndrome
Cerebral palsy
Communication disorder or specific language
impairment
History of stroke or other traumatic event

Taylor Swift (music)

Special Olympics Bowling

Frozen (movie)

Literacy and AAC

10/27/2014

Option 1: Augment to Improve Intelligibility

Option 1: Augment to Improve Intelligibility

} When

} There

a specific word is important, knowing the

first letter might help
}

Strategy: Alphabet supplementation

are some gestures that are easily

understood by almost everyone
}

Natural gesture supplementation

F T B
Option 2: Target Oral Motor Skills
} Strategy: traditional

speech therapy
} In

traditional speech
therapy, speechlanguage pathologists
focus on improving
oral motor
coordination and
articulation

Option 3: Target Sound Processing

} Strategy: Phonemic
Rhyme Bingo

awareness training
Odd One Out Activities

Gillon, G. T. (2000). The efficacy of phonological awareness intervention for children with spoken language
impairment.Language, Speech, and Hearing Services in Schools,31(2), 126-141.

Literacy and AAC

10/27/2014

Option 3: Target Sound Processing

Option 3: Target Sound Processing

} Strategy: Phonemic

} Strategy: Phonemic

awareness training

Phoneme identification

} Identifying

awareness training

Phoneme segmentation and blending

first sounds and last sounds in words

Option 3: Target Sound Processing

} Strategy: Recasting

repeating and reframing child

communication to produce models of target
sounds or language patterns

Group A Performance Assessment

1.

Read the case study (online Carmen, it will also be

displayed on my computer during role play for those
who do not have a paper copy)

2.

Answer the questions

3.

Come to front of room to complete assessment by

discussing and elaborating upon your responses

} Strategically

}
}

go high recast as push me high! (on swing)

break now recast as Im tired, I need a break