I recently read the article “After years with no way to communicate, Newburgh teen finds her voice.” Like so many other similar stories, this heartwarming narrative gives an account of how a young women is using supported typing to “communicate.” The mother describes how this strategy has helped her teenage daughter to communicate and find her “voice.” Her daughter points to letters on a letter board while another person (the facilitator) supports the daughter’s wrist during the process of typing.
Although it is good to read positive stories like this, it is important that we alert parents and professionals to the pitfalls involved in describing “supported or assisted typing” as a communication strategy.
Recently during a professional development session in the schools, we were observing a video of a teaching aide using augmented input by pointing on a student’s device. As we engaged in discussion, participants expressed some confusion about the assumptions underlying augmented input as seen in the video and questioned its role in promoting the student’s expressive ability using the device.
The video showed a group of children listening to a teacher telling a story. The teaching aide was pointing to some core vocabulary on the student’s device (reinforcing core concepts used by the teacher) while the teacher was narrating a story. The purpose of the augmented input by the teaching aide was presumably to enhance the student’s understanding of the narrative.
Participants’ confusion in observing this video related to the different ways in which the device was used: How is the teaching aide using augmented input on the child’s device assisting the student in understanding his role in expressing him/herself? Providing input on the child’s device by repeating concepts used by the teacher can be confusing if the child needs to learn to use his/her device for self-expression. This dilemma is not new to AAC intervention, and different solutions have been proposed over the years. Two of these solutions are discussed below. Continue reading “Augmented Input and Meaning-making”
I recently went back to South Africa to see my mom, who is 88. She is in a nursing facility with 24-hour care, unable to walk, and at times quite confused. During the past year she had a couple of ischemic attacks, which rendered her unable to speak for certain periods of time. Recently, however, she has regained some speech, although verbal expression remains difficult. In spite of all these factors, I looked forward to our visit.
I talk to my mom on the phone from New York on a daily basis. Even though interactions are difficult, we are able to maintain interaction for sometimes shorter and sometimes longer periods of time. My visits with her are less focused on content and more on celebrating the joy of being together.
In a recent visit to South Africa I had the privilege to be a fly on the wall in observing an interaction between two young people: a little girl who is 9 years old (Afrikaans-speaking, but also fluent in English) and a young adult in her early 30s (English-speaking, but also competent in Afrikaans, although she hasn’t spoken it for some time). These two cousins had not seen each other in a couple of years and were very happy to be reacquainted. A recording was made of their interaction (embedded below). Continue reading “Spontaneous Second Language Interactions: What Can We Learn for AAC Intervention?”
I have often been surprised to discover how therapists and teachers (myself included!) become so wrapped up in daily toil and activities that we are exhausted by 10:00 in the morning. Although we often admit this is not a state of mind we necessarily are content with, changing how we do things can be really difficult. Being busy makes us feel like we are productive and engaged professionals—but are we really? How is this “being busy” really benefiting our interaction with our students? This question is even more relevant when it comes to how we support students who use AAC to become engaged with others in interaction. Continue reading “How Do We Promote Engagement in Interactions with Students Who Use AAC?”
Over the past 30 years of working in this field, I have often had sleepless nights when meeting a student in elementary, middle, or high school who has no or very limited means to communicate in spite of having access to a device or iPad with a communication app. I keep asking myself how it is possible that a student can reach middle or even high school without the ability to express themselves when we have trained teachers and therapists to provide intervention and support? Despite these resources, it still seems rather easy for students with severe communication problems to fall through the cracks.
Although the reasons for these dilemmas are complex, looking at the way in which we formulate IEP goals can be illuminating. IEP goals are often written to reflect outcomes that show the student has learned or gained (that is, variables that are easy to measure, for example, how frequently students respond correctly to certain stimuli or use language structures correctly within context), without due consideration of how what they have learned impact on their daily interactions. Continue reading “Are We Missing the Boat in AAC Intervention?”
A teacher recently shared that she has a student in her class who keeps repeating the same question even after she has responded to it. The student will ask the teacher, “When will we get our tests back?” To which the teacher will reply, “I will give them back tomorrow, as I have not finished making all the corrections yet.” However, 10 minutes later, the student will proceed to ask the same question.
This reminded me of a similar scenario with a student I know of who used an AAC device. This student also repeated the same question, even though the teacher had responded to the question. The student would activate his device to ask, “When do we go to the library?” To which the teacher would respond by saying, “We will go to the library after break.” However, within 10 minutes of the first question, the student proceeded to repeat the same question. Continue reading “Repeat Questions from Students with Special Needs in the Classroom: What to Do?”
I have been watching the rabbits in our garden in the early morning hours as they nibble at the grass and momentarily stop to listen, before continuing with their nibbling. This process of nibbling, abrupt stopping and listening, nibbling and stopping and listening fascinates me. It is almost as if the rabbits realize that while they are busy nibbling grass, they can’t listen (or become aware of potential threats), hence they have to stop, albeit momentarily, to listen.
Should students who use iPads for communication purposes be allowed to use the iPad in the classroom for academic purposes? This question was raised recently by Maria Landon in the ASHA Leader (June 2018 issue):
Then the classroom teacher starts talking about a great new current-events application she just heard about. The occupational therapist wants to install a handwriting app. The student’s one-on-one aide thinks a visual timer would be very helpful during transitional times. So, now what?
I just read that Stephen Hawking passed away last night—a great man who did a lot to promote the use of AAC worldwide.
From Daily Skimm:
RIP Stephen Hawking. The world-famous physicist and bestselling author died early this morning in England. He was known for going deep on how the universe works, especially black holes. And came up with the idea that they aren’t entirely black after all, but instead radiate particles. Hawking’s theory was a major breakthrough in trying to combine quantum mechanics—which studies the (really) small things in life—with Albert Einstein’s theory of relativity—which handles the big picture. He’s the subject of The Theory of Everything, which Eddie Redmayne won an Oscar for. And happens to have done a lot of his groundbreaking research and writing while suffering from Lou Gehrig’s disease, aka ALS. Which severely limited his physical movements. When he died, his family shared something Hawking once said: “It would not be much of a universe if it wasn’t home to the people you love.” RIP.