This book provides a rich overview of how to use poetry to support learners with disabilities, including individuals who use augmentative and alternative communication (AAC). Major sections include: Introduction (why poetry is so powerful), the components of I-DARE: Immersion, Demonstration, Autonomous poetry production, Response, and Evaluation. Each section includes evidence based research, how-to ideas, and multiple examples of implementation in schools, clinics, and homes. This book offers concrete examples, links to more information, and many resources. Learn to love and use poetry to support ALL learners!
Dr. Caroline Musselwhite addresses the topic of overall good literacy instruction. She presents information about how to teach students with significant disabilities using fairly common literacy i…
I've had many interesting conversations about literacy vs. functional skills training in the past few years. Here are a few outcomes from those conversations: • I firmly believe that all students should be provided with the time, teaching strategies, and technology to support the growth of literacy skills. This will support students in their lives within their families, schools, and communities. • Literacy vs. Functional Skills is a false dichotomy. Literacy can and must be superimposed on all learning for students with disabilities. • I recently heard the following from a high school special education teacher of students with disabilities: "Many of my students will live in group homes at some point in their lives. If they need to learn functional skills, that will be a great time. However, it's very likely that they will have less opportunities supports in literacy instruction once they leave school - now is the best time." • Moving from emergent to conventional literacy is a continuum. Students can benefit from instruction across that continuum. Any growth in literacy can greatly enhance the life of each student.
There were so many excellent presentations at the ISAAC 2014 Biennial Conference, it was impossible to get to all of them. Luckily, some of the presenters graciously made their handouts available o…
We are so excited about the resources currently available on the Project Core Website. The resources for Universal Core Vocabulary Systems will be sure to help many! And we can’t wait to se…
Handout for ISAAC presentation, July, 2014 Shared Writing Handout
There is a short list of presenters that I like go see, no matter what topic they are speaking on. Dr. Caroline Musselwhite has been on that list for a very long time. In this video, she provides a…
There is a short list of presenters that I like go see, no matter what topic they are speaking on. Dr. Caroline Musselwhite has been on that list for a very long time. In this video, she provides a…
This zip file includes a 63-page book that describes the steps involved in early writing, from planning to drafting to revising to editing to publishing. Ideas are shared to support all students - including students with disabilities - in successfully moving through each step. Two product-based acti...
This compilation of materials provides at least 6 hours of interactive study for virtual visits and learning about Scotland. These materials can be used both remotely and in person. Components include: • 17-page Scotland Intro, introducing the project, giving links to materials, and suggesting modifications. • Links to 4 extensive Google slideshows (> 28 slides per slideshow), each providing links to at least 90 minutes of instruction through books, videos, science experiments, and cooking projects, plus interactive responses to each activity including commenting, creating group reviews, voting, and writing poems. • Notes to accompany each slide, with suggested interventions, including accommodations for students with disabilities. Notes also provide suggestions for further information and tools such as apps.
What: This webinar is part of the Angelman Communication Training Series. Erin Sheldon did an amazing job sharing strategies for using Predictable Chart Writing for students with complex communication needs who are emergent writers. View the Webinar Here: Download the Handout Here
The purpose of this book it to showcase a number of very simple poems, appropriate for emergent learners, and to share big idea strategies and simple tips for supporting all individuals who are beginning writers and / or use AAC in composing and sharing poems. We believe that poetry creation is a g...
Alphabet knowledge and phonological awareness are foundational components of emergent literacy. This 92-page book provides a rationale, brief research overview, and suggestions for interactive instructional tasks based on evidence based practice. While all of the activities in this book are appropri...
This book by Dr. Caroline Ramsey Musselwhite provides strategies and samples of more than 30 co-planned sequenced literacy Social Scripts for students who use Augmentative and Alternative Communication (AAC). Areas covered include: Introduction, Literacy Action Scripts (e.g., bookreading and story co-construction), Literacy Participation Scripts (e.g., story leader / picking books, alphabet, phonological awareness, and predictable chart writing), and Literacy Conversation Scripts (e.g., talking about books, taking about writing). Resources and references are also provided.
Beware of the Flyswatter Students with significant disabilities often get handed single-message devices or switches with inauthentic messages. Students MUST be allowed to make a real choice before making it their voice! See the related Tip of the Month, below: Make a Real Choice
Core words are the high frequency words that can be used across the day in multiple situations. They can typically be combined with other words to create generative communication. This book shares a wide range of activities that can be used during the rehearsal, practice, and modeling phases of AAC instruction. It includes activities to support: finding the word, learning multiple meanings, using it question form, adding prefixes and suffixes, hearing sayings and idioms with the target word, engaging in role play, and much more. For each activity, we suggest why, who it's for, how and when to implement, and offer ideas for increasing engagement through high and light tech strategies. Many samples are provided.
This book by Dr. Caroline Ramsey Musselwhite and Linda J. Burkhart describes strategies for developing co-planned sequenced social scripts for students who use Augmentative and Alternative Communication (AAC) . Items covered include: WHO should use social scripts; WHAT topics are best; HOW to help students co-plan and deliver scripts; and WHEN to deliver scripts. Sample scripts are included.
We’ve been focusing on training communication partners recently and today we’re focusing specifically on paraprofessionals/educational assistants. Our guest post is authored by SLPs Cor…
Looking for a learning resource that goes beyond a quick overview and covers some of the details about providing AAC to school-aged children? Today, we visit an online learning site by the UK Depar…
Dr. Caroline Musselwhite addresses the topic of overall good literacy instruction. She presents information about how to teach students with significant disabilities using fairly common literacy i…
This book shares explicit ideas for starting a group to explore the countries of the world while supporting four goals: 1) Language, including phonology, vocabulary, and modeling for students who use Augmentative and Alternative Communication (AAC); 2) Learning, including geography, history, literature and more; 3) Literacy, including building background knowledge and shared writing; and 4) Leisure, including activities for students who are home-schooled or have graduated from school. Tools and general interactive strategies are covered, plus specifics on each topic of study. For example, find out the why, what, how, when and where about using books or videos to provide a country overview or learn about music or pop culture of a country. The book includes scores of links and multiple images showing activities and student work. Explore the world with your students using these engaging, interactive tools and strategies!
WHAT: This 33-page booklet by Dr. Carol Goossens, gives step-by-step instructions for constructing an eye gaze frame. This resource provides information on how to: 1) construct a simple eye-gaze frame using CPVC tubing and fittings; 2) construct a horseshoe communication display using clear PETG plastic; 3) construct 'permanent communication displays' for high frequency sets /activities; 4) construct displays with detachable symbols; 5) store detachable symbols in a format that promotes long range use by the entire school/agency. WHERE: Download the booklet for $5 at the link below: Constructing an Eye Gaze Frame
This zip file includes a 63-page book that describes the background for planning and setting up word walls, and provides a range of activities to support all students - including students with disabilities - in learning to use these words to support reading and writing. Each activity (e.g., Find the...
Make a Real Choice Quote Download Tip of the Month below: Make A Read Choice Tip
I wanted to touch this topic again, as there continues to be a lot of confusion from parents, teachers, aides and SLPs about how, exactly, to talk to AAC users to help them communicate more. Being a partner to an AAC user requires us to be on our toes. We need to think about what we're saying, what they're doing, how we can help them to do something more or different, whether we're interpreting what they're doing correctly..... It seems like a lot. So, here are some more basic tips: Good Communication Partners: create a positive communication environment respond to all communication attempts use the child’s AAC system to communicate to them Creating a Positive Communication Environment There is a positive communication environment when we respond to all of a child’s communication attempts, provide support as needed, focus on positive results, and find solutions to challenges. Even when you respond to an undesirable behavior, if you do so while also modeling how to use the correct message in the AAC system you take advantage of a communication opportunity. As much as possible, do NOT ask yes/no questions, do NOT ask closed-ended questions. DO ask Wh-question or other open-ended questions. If necessary, ask multiple choice questions. Strategies to create opportunities to communicate include providing choices, sabotaging the environment, giving small amounts of desired item/activity, briefly delaying access, using pause time, using fill-in-the- blank activities. Respond to all Communication Partner’s Attempts: All children communicate. They don’t necessarily all communicate symbolically - that is, with pictures, words, text. And some of their non-symbolic communication is undesirable. Think about how this child responds to his/her own name; what (s)he does when a routine is interrupted; what (s)he does when wanting an item, action, attention, or help; or tells you when something is wrong. What we’re talking about is how this child communicates to reject/protest, request, comment. Those are some of the main, early functions of communication. The earliest communication behaviors are social regulatory - regulating another’s actions. What we need to do is to respond to those other communication behaviors, while shaping them into more acceptable or understandable forms. The more you practice using the aac system during real contexts, and increase the number of those contexts in which you use the aac system, the more automatically the child will learn to use the system. Use the AAC System to Communicate TO the Child: Aided Language Stimulation - also called Partner Aided Input - is crucial to the child learning to use their aac system. Language is learned through models. Children learn spoken language by listening to others using it. A child using picture-based communication is learning an entirely different language. They need to see models of people using it effectively. And models provided in response to their communication is most powerful. Facilitating Communication: provide access to the aac system - it needs to be available all of the time. This is how this child “talks” and (s)he needs to know that communication is valued enough to be there whenever it is needed provide AAC models - use aided language stimulation as much as possible. When asking questions during an activity, highlight key words by using the aac system provide opportunities for the child to take a turn - i.e. by pausing after each turn you take. Don’t be the only one “talking” pause/expectant delay - give the child time to process, time to formulate a response. Looking expectant while pausing lets the child know you expect a response ask open-ended questions - and wait for the answer before you provide it; if necessary, then you can answer the question then provide a prompt for the child to imitate the answer. Asking Wh-questions instead of yes/no questions allows the child to learn higher-level responses. prompting those responses - providing verbal prompts lets the child know what they are supposed to do. When do I do Each of Those Things? Begin with routine activities. Many routine activities have a set beginning - middle - end that are predictable , use words that are predictable. This makes it easier for the child. Other activities are a little less predictable but can easily provide communication opportunities. Sample activity (based on Kent-Walsh and Binger): Read from a book (a 2-pg. spread) + Model using the AAC system. Then PAUSE Ask a question + Model using the AAC system. Then PAUSE Answer the question + Model using the AAC system. Then PAUSE If necessary and appropriate to the target goal: Prompt a response. Take turns with other adults role playing how to do this so it becomes automatic. Sample goals (from Porter and Burkhart): Student creates at least 10 messages (define 1 symbol or multisymbol) within 10-15 minute reading activity; Student takes a turn by using a symbol on 8 out of 10 pages, Student uses symbols to tell Partner to “turn the page” on 8 out of 10 pages, Student responds to Partner questions 9 out of 10 open-ended questions. etc. Start using ALgS (Aided Language Stimulation) with one activity. When you’re comfortable, add another. activity/time Keep adding activities throughout the day until the strategies are used all of the time. Keep track of the need for new vocabulary. By the time you have increased the number of contexts, you may find that there is more vocabulary that you need. Have a plan for how to keep track of this. For example, some classrooms keep a list on a clip board for each applicable student, staff write down words as they come up. The list is given to the person who updates the system every day/week/2 weeks - as appropriate. And, remember, Keep on Talking! Find a free copy of this in handout format here.
Beware Quote This quote reminds ALL that – as facilitators – if we want to give a verbal prompt to a student who uses AAC, we MUST whisper the prompt. Otherwise, the potential communication partner hears the prompt and there is no need to share the message. Why? Because we have just stolen their turn!
Today we wrap up the ISAAC 2014 Biennial Conference, where people who use AAC and people who support them through research, teaching, and direct services came together for one purpose: sharing. Yes…
Over the past 2 months I’ve been talking a lot about beginning with augmentative communication; including what it is and who needs it. The next question I most often get from parents, teachers and SLPs is about what kinds of materials are needed for intervention (and “where the heck do I find them”)? We all know that genuine communication interactions in context are the best for teaching any communication skill. Too often in AAC implementation we “test” more than teach. We ask students to identify symbols at random, or find target words outside of any social engagement or genuine interaction. Since many of our students require additional specific, structured practice beyond the opportunities throughout their school day, I encourage role playing and simulations. There are a lot of ways to do this; such as including using props, dress-up, role playing, and using books and apps. We also know that our students need to have a robust communication system; either no/light tech or high tech systems. Again, there are dedicated devices that use core words as well as categories of fringe words, AAC apps that are similarly robust with sufficient vocabulary to meet all of their communication needs, and dynamic communication books that have robust vocabulary to meet a variety of communication functions. Systems that are either totally core word based (with available fringe words) or are function/pragmatically based but include the same high frequency words, are robust enough to meet many needs. Much research has been done on language development in general, and on the acquisition and use of early words; especially those words we know of as “core words.” But, somehow, we often seem to get stuck with those first 15, 25, or 32 core words. Sometimes even SLPs forget about 2-word combinations when teaching AAC users. But isn’t that the natural next place to go? I love it when I hear SLPs or teachers exclaim, “Look! He’s putting two words together.” Two word combinations are necessary to convey meaning when one of those words is a noun. “Apple.” Well, what about an apple? Do you want an apple? Did your apple fall on the floor? Did someone take your apple? Are you tired of apples? But think of the magic of communication when combining two core words. All of the multiple meanings of both words create powerful combinations. “Want apple.” “Not apple.” “Give apple.” “Bad apple.” Good apple.” “More apple.” I’ve made meaning intelligible, and I’ve covered - how many functions? I have made a great many resources available in my TPT store for AAC implementation. One that I particularly enjoy is my AAC Starter Kit, because it provides a robust picture communication book that employs basic core and adds a variety of fringe topics and concepts. When the book is assembled, it shows the easy to access to core words, as well as the variety of fringe words available. The kit also includes my 10 Weeks to 40 Core Words. The activities for teaching use of core words in this resource are similar to my other Activities and Games for a Year of Core and Teach Me Core Words resources. I have attempted to provide both suggestions for using core words in every day routines and activities, as well as activities to simulate other real-life activities that you may not have access to within your intervention setting or classroom. There are 4 target core words per week, planned out over 10 weeks. You may need a different pace for your students, and that is certainly fine. Move at a pace that works for the students you are working with; making sure to always presume competence, provide maximum opportunities for genuine communicating, and use the least intrusive cues and prompts possible. Consistent partner use of Aided Language Stimulation is crucial. For each of those 4 word groups, there is a different lesson plan/activity suggestion/contextual idea(s) for each day of the week. The words are provided on large cards (approximately 4.5 X 3) for use in the classroom, as well as on a complete 40-location communication board. Each week you will get a small book to read with the student(s) on Day 2 that uses those words. When possible, act out the statements in the book in real time, giving a context with real objects and people. The books can be interactive; having students place the appropriate symbol on each page of each book. Simulation activities for each week include activities such as an Animal Escape game, making a volcano, blowing bubbles, playing a familiar game, building a pizza, doing a group puzzle, and more. 3X5 sized cards for use on a classroom board come in white background as well as red & yellow for students with cortical vision issues. Also in the starter kit is my Teach Me 6 Core Words resource and Teach Me More Core Words resource; each of which has a variety of simulation activities. Order a pizza, order animals back to the barn, get dressed for the weather, go to the store are some of the activities. And my 3 Games for AAC practice are also in this set. The first game involves students picking a card from a pile and finding the words in their AAC system. The second game uses dice to provide a single core word and asks students to create a phrase using that word. The third game is a bit like Scrabble, but uses core words tiles rather than single letter tiles, and has students build phrases and sentences using the words they’ve picked. There are more than 500 pages in this resource, with enough activities to keep your AAC users learning to use language throughout the year - and beyond! However you choose to do it, keep your AAC users “talking!” An InLinkz Link-up
Resources, tips, and materials to help you, help children with autism
Below is the handout for my Emergent Writing presentation in Kolkata, India in February, 2014. Emergent Writing handout
The most dangerous mistake isn't an inaccurate autism diagnosis. It's the "so you shouldn't expect much" that too often comes attached. Kit looks at assumptions made about autism and communication.
There is a short list of presenters that I like go see, no matter what topic they are speaking on. Dr. Caroline Musselwhite has been on that list for a very long time. In this video, she provides a…
