Module 2 Power AAC

Module Overview

  • Title: Assess Classroom Practices

  • Context: Part of the Power AAC training, designed to enhance local educational agencies' capabilities to support students with complex communication needs.

  • Objective: Equip educators with knowledge about effective strategies for working with students who require augmentative and alternative communication (AAC) systems.

  • Format:

    • Self-directed module

    • Presentations available in video, PowerPoint, and printed formats with transcription notes

    • Pre-test and post-test assessments included

Classroom Practices and Implementation Strategies

  • Focus on students with low or no speech who utilize AAC systems

  • Importance of self-assessment to identify current educational practices vis-à-vis Power AAC practices

Teachers' Experiences

  • Acknowledgment of common classroom practices through teacher narratives

  • Example 1: Cooking Activities

    • Teacher's students have severe disabilities

    • Emphasis on functional activities with hands-on learning (e.g., cooking activities)

    • Teaching strategy involves measuring ingredients and counting items, integrating math concepts

    • Importance of repetition and daily routine, demonstrated through posted daily schedules

    • "Cooking with Core" initiative: using cooking to apply core vocabulary words, thereby promoting communication skills

    • Existing functional activities are compatible with Power AAC classroom principles

Curriculum Development

  • Example 2: Curriculum Teams and Standards

    • Curriculum teams collaborate to create meaningful activities aligned with educational standards (e.g., Pennsylvania core standards)

    • Power AAC practices adaptable to various curriculums and support state standards fostering communication skills

    • Challenge to raise achievement expectations, necessitating adaptations in activities for effective implementation

Vocabulary Instruction

  • Identification of required vocabulary for classroom participation is critical

  • Example: Teacher with nearly 1000 concrete words

    • Use of concrete vocabulary focused primarily on nouns

    • Organization method: laminated symbols in drawers for AAC devices

    • Observation: Limited use of vocabulary outside structured activities, indicating communication not generalized for real-world interaction

    • Emphasis on core vocabulary over activity-specific nouns for long-term effectiveness

AAC Systems and Strategies

  • Individual vs. Shared AAC Systems

  • Example: Second Teacher's Strategy

    • Utilizes classroom boards rather than individualized vocabulary cards

    • Common issues:

    • Dependency on communication partner

    • Lack of communication opportunities outside structured activities

    • Shared system limits effective communication and reduces AAC value

    • Recommendation: Ensure each student has a personal AAC system (manual board, speech-generating device, mobile app)

    • Each system must encompass core vocabulary to ensure effective communication

Environmental Engineering

  • Teacher's Strategy: Use of Symbols and Mini Boards

  • Definition: "Environmental engineering" refers to strategically placing communication displays and symbols in the environment to facilitate communication and understanding

  • Example: Classrooms and schools are enhanced with symbols that teach meaning and provide access to AAC systems in various locations

    • Incorporation of core vocabulary principles into environmental engineering efforts

    • Key practice: Position core vocabulary symbols and displays throughout the environment to reinforce usage in authentic contexts

Best Practices in Power AAC Classrooms

  • Retaining existing routines and curriculums while implementing AAC systems

  • Advocacy for personal AAC systems tailored for at-risk students

  • Shift in language focus from infrequent extended vocabulary to core vocabulary

  • Effective communication intervention hinges on core vocabulary teaching and usage

Self-Assessment and Reflection

  • Encouragement to complete a self-assessment post-module

    • Identify students at risk for functional speech

    • Analyze current AAC systems used (personal vs. shared)

    • Focus on core vocabulary available for each student

    • Review environmental engineering strategies regarding core vocabulary usage

  • Importance of peer feedback and reflection over time

  • Completion of a post-test to evaluate learning outcomes and retention