bloggers are hiding–hiding on different blogs and hiding in the school.
They’re here to show you that you can (and probably do) do therapy everywhere
and that each locale has it’s own benefits. For all their tips, hop from blog
to blog. While you’re there, jot down the author’s blog/school location listed
at the bottom of each post to enter into Rafflecopter.
hop. We’re SLPs who are
hiding all around the school, providing speech-language intervention in out-
of- the- box environments.
involves many kids in many schools in multiple school districts with one
thing in common – they are all functionally nonverbal. They all need augmentative-alternative
communication to be ale to ‘talk’
and contextual to begin to learn how to use language. We model use of the words in the AAC system
during every day routines and activities.
We cue and prompt use of expression with AAC is the context of
activities and routines. And while we
need to go beyond this practice to provide additional opportunities in less
concrete contexts, we do so after we have established the idea that la nugget
is used everywhere, all the time.
playgrounds. Often the kids with whom I’ve
worked have been active kids, seeking all sorts of vestibular input. Some are constantly in motion. Others just need to direct the activity in
order to be motivated at all.
questions I hear a lot is; “How is he supposed to carry around
that AAC device/book/board with him on the playground? How is he supposed to hold it when climbing
the jungle gym?”
and it is made up of pieces. We all use
a variety of modes to communicate. Think
of all the gestures you use.
AAC system can easily be a set of pictures on a ring that hangs from a belt
loop. Or a wrist board or book, which
wraps around the wrist with velcro and can hold a single small board or
flip-able pages. Be creative.
lead. Let him decide what he wants to
do; it will make him more interested in the interaction.
(also called Aided Language Intervention) and good models when you talk about
what he’s doing or wants to do on the playground. “Want swing?” “More push?” “Go high!” “Slide down.” “Catch it!” “Roll to me.” Keep your language about 1 step above
where the child is. Repeat what he ‘says’
and elaborate or refine.
prompts. We don’t wait enough. At the point you expect him to start using the
AAC target words, pause, use an expectant look, wait before you prompt. The beauty of time delay is that it creates
errorless learning opportunities.
the interaction. They are probably more
engaging than you are.
you’ll lose the child’s attention.