Aided Language Stimulation 11292020 Aided Language Stimulation 1

Aided Language Stimulation 11/29/2020 Aided Language Stimulation 1

Typical AAC Use & Patterns • • Respondent Role Provide information requested by facilitator Restricted range of communicative functions Asymmetrical patterns of turn taking, initiation and conversational control • Use of closed-ended questions and specific Whquestions by speaking partners • Tendency to communicate predominantly with adults in classroom setting, • 18. 2% of turns (communication board mode), 82. 8% of turns conveyed by vocalization, eye-pointing, facial expression (Light, Collier & Parnes, 1985) 11/29/2020 Aided Language Stimulation 2

Goal of AAC Use • AAC being used frequently, interactively, and generatively to express a wide range of communicative intents 11/29/2020 Aided Language Stimulation 3

Typical Use Reflective of Poor AAC Designs • Vocabulary is reflective of a diluted, as opposed to concentrated message pool 11/29/2020 Aided Language Stimulation 4

Aided Language Stimulation is a training strategy that attempts to address the dilemma of the typical AAC user • Facilitators must user’s systems to communicate with the user • Multiple activity based concentrated message set is recommended 11/29/2020 Aided Language Stimulation 5

Multiactivity Board Design based on: • Classroon needs • Classroom needs determine the content of individual systems 11/29/2020 Aided Language Stimulation 6

ALS • Symbol gloss (what the symbol represents), e. g. , “We’ve got OPEN (symbol) the box and PUT it IN (Symbol) the BOWL (symbol). selection is accompanied by spoken • Considerable preplanning necessary to ensure that the communication displays required for target activity are readily accessible to facilitators for providing ALS 11/29/2020 Aided Language Stimulation 7

Initial Phase of ALS • Comprehension training in meaning context • Lengthy period of exposure necessary before user comes to understand, then produce language • After sufficient period of ALS, many users demonstrate spontaneous expression communications 11/29/2020 Aided Language Stimulation 8

Total Immersion 11/29/2020 Aided Language Stimulation 9

Overlay Recommendation 11/29/2020 Aided Language Stimulation 10

With others, explicit training required • Basic Training Techniques – Non-verbal juncture cues – Shadow light cue 11/29/2020 Aided Language Stimulation 11

Non-Verbal Juncture Cues • Nonverbal signal precedes the highlighting of a symbol on communication display – facial expression – gestures – body posture 11/29/2020 Aided Language Stimulation 12

Non-Verbal Juncture Cues • “Sets the stage” for communication • Instead of excessive questions or commands to respond – Food preparation activity • Posing Direct Questions – What do we need – What do we have to do 11/29/2020 Aided Language Stimulation 13

Functions of Nonverbal Juncture Cues • code the essence of target symbol in a more basic form (easier to understand) • “drum rolls” target symbol allowing child to anticipate its selection by facilitator • impose a delay (familiar routines) to cue user to spontaneously select target symbols 11/29/2020 Aided Language Stimulation 14

“Bubbles” 11/29/2020 Aided Language Stimulation 15

Shadow Light Cues • Modeling Procedure • Facilitator assumes responsibility for – Recognizing when a communication opportunity exists – Determining what message is appropriate given the linguistic and non-linguistic context – Light cuer does not speak during this process – Light cuer’s role is not to serve as an interpreter 11/29/2020 Aided Language Stimulation 16

Hierarchy of Cues • • • Contextual cue (Nonverbal Juncture) Indirect verbal cue Search Light cue Direct verbal cue Momentary/flashing light cue 11/29/2020 Aided Language Stimulation 17

Hierarchy of Cues 11/29/2020 Aided Language Stimulation 18

Hierarchy of Cues Example 11/29/2020 Aided Language Stimulation 19

Sabotage Strategy Chart 11/29/2020 Aided Language Stimulation 20

ALS Text 11/29/2020 Aided Language Stimulation 21