While reading books is certainly a leisure activity that should be supported for students with special needs, there are many classroom applications as well. 

4 Tips for using eBooks in the classroom

1. Load a dictionary and with the speak features of your device; you can create a “talking dictionary” for your students.
2. Use eBooks during guided reading activities. This is one component of a four-block reading program, developed by Pat Cunningham and Dottie Hall.
3. Download national or local newspapers to read about and discuss current events. 
4. Provide visual and auditory feedback by using the Highlight as you Speak feature. This feature will speak the current eBook page and highlight each word as it is spoken.  This feature can be turned on by going into the Message Window tab in the Interface Features menu.

To learn more about accessing eBooks on your DynaVox device, go to http://www.dynavoxtech.com/Support/search.aspx and search by keyword “eBooks.”

What are the benefits of using eBooks on a communication device?

• Font size and type can be modified to meet the visual needs of the student.
• Using the Symbolate feature, symbols can be added to words to provide symbol support for emergent readers.
• There are over 2 million books (including many textbooks) available for download.
• Students can have access to textbooks and leisure reading materials in a more accessible format.

Students can…

–       Independently “turn” pages

–       Create bookmarks

–       Speak and highlight each word as it is spoken

–       Independently choose and load their favorite books (i.e., self-selected reading)

To learn more about accessing eBooks on your DynaVox device, go to http://www.dynavoxtech.com/Support/search.aspx and search by keyword “eBooks.” 

In my next blog, I will provide four tips for using eBooks in the classroom to support instruction.

My Top 10 New “School Year” Resolutions 

1.      Try to be a better communication partner.
http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=3 

2.      Create more opportunities to practice communication skills.
http://www.dynavoxtech.com/implementation-toolkit/details.aspx?id=67 

3.      Increase parent involvement.
http://www.dynavoxtech.com/implementation-toolkit/details.aspx?id=472 

4.      Add 2 – 3 new vocabulary words/messages every week.
http://www.dynavoxtech.com/implementation-toolkit/details.aspx?id=250 

5.      Learn one new thing about the AAC device every month.
http://www.dynavoxtech.com/training/online/ 

6.      Share my knowledge with others.
http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=13

 7.      Respect all methods of communication.
http://www.dynavoxtech.com/implementation-toolkit/details.aspx?id=78 

8.      Use more visual supports during instruction and support positive behavior.
http://www.dynavoxtech.com/implementation-toolkit/details.aspx?id=282 

9.      Set high expectations.
http://www.dynavoxtech.com/implementation-toolkit/details.aspx?id=389 

10.   Try not to over prompt.
http://www.dynavoxtech.com/implementation-toolkit/details.aspx?id=280

Social media has the potential to offer students who use AAC endless access to literacy and learning opportunities as well as potentially motivating outlets to express their true personalities. With a little creativity, all students – regardless of communication ability – can participate in social media activities. 

Did you know that many AAC devices can interface with a computer to allow students to send keyboard functions and mouse moves using their specific access method?  They can also use communication symbols, pre-programmed phrases and typing to interact with others using social media.

 
As with any child, safety should a major consideration, however many safe and adult-controlled sites are becoming more available.  Listed below are 3 ways to connect and share information through social media in a safe and controlled manner:

1.      Find an ePal.
Create an email list of teachers, family members and friends for your student.  This gives them an opportunity to practice literacy skills and learn to use their system in a safe environment that is both meaningful and motivating.  Emails can be sent using symbols and/or text.  If you student is using an open DynaVox device, they have access to a free email account and already have pre-programmed pages that will allow them to send emails from their device.  For more information, visit the DynaVox Knowledge Base http://www.dynavoxtech.com/Support/search.aspx .

 2.      Use TeacherTube to explore the world and learn new things.
The goal is to provide an online community for sharing instructional videos. Teacher Tube fills a need for a more educationally focused, safe venue for teachers, schools, and home learners.  Using the programming features of the AAC device, a link to specific videos can be added to the student’s device so that they can independently launch the video during a classroom lecture or oral presentation.
www.teachertube.com

 3.      Explore safe social networking sites.
Togetherville is a social online community for families where parents create safe online neighborhoods for their kids under 10 to play and connect with the real-life friends and family they already know and trust.  http://togetherville.com/

1.  Visual supports aren’t just for students anymore.

Create visual supports for staff and hang them in a prominent area in the classroom.  Visual supports can be used to outline communication partner techniques, demonstrate device set-up or outline the communication goals for the day.  There are several visual support tools created specifically for support staff that can be downloaded from the Implementation Toolkit. 

http://www.dynavoxtech.com/training/toolkit/details.aspx?id=183

 2.  Explore “just-in-time” training.

Many AAC manufacturers offer short “how-to” videos or a searchable knowledge base on their website.  Some devices even have training videos right on the device itself!  If you are using a V/Vmax or a Maestro, you can find how-to videos on the device using the following steps:

1. Select the Main Pull-Down Menu button.
2. Select Help.
3. Select Tutorials.

3.  Share the wealth. Share the knowledge.

When you learn something new about the device or a new strategy, don’t forget to share the information with your teammates.  Create a central location (e.g., notebook, memo board, feedback forms, etc.) where quick tips can be shared. 

4.  Social Media to the rescue!

We sometimes forget that social media can be used as a tool for learning.  Use Facebook to post questions or to get new ideas.  Use YouTube to stay up to date with new videos from your manufacturer.  For example, DynaVox posts new videos on its YouTube channel that cover devices, software, success stories, and more. The DynaVox YouTube channel:  http://www.youtube.com/user/DynaVoxVideos

In football, there is always a leader.  We call him the coach.  The coach is responsible for skills development of the team, and making sure the right equipment is available and maintained.  The coach is also responsible for preparing training sessions and making sure that everyone gets the time to practice new skills. 

Just like football, there should always be a coach on the AAC team too.  This person is responsible for leading the AAC team to victory!  This would include duties such as supporting the assessment process, implementation planning, training staff and equipment maintenance. 

In football, there are always offensive and defensive plays.  The play book is a notebook containing descriptions of all the strategies used by a team, often accompanied by diagrams, issued to players for them to study and memorize before the season begins.

 I can’t stress enough the importance of the “playbook” is when trying to successfully implement AAC in the classroom (or anywhere else, for that matter).  The playbook is the plan that will guide you through the AAC process, keep you organized and ensure that opportunities to practice communication skills are provided.  The playbook should include information on: 

• Skills development or goals to achieve.

Resource:  AAC Goals Grid http://www.dynavoxtech.com/training/toolkit/details.aspx?id=32 

• Activities to practice skills.

Resource: Selecting Activities Worksheet http://www.dynavoxtech.com/training/toolkit/details.aspx?id=67

• Communication Partner Skills

Resource: Communication Partner Techniques
http://www.dynavoxtech.com/implementation-toolkit/learning-paths/list/?id=3 

In football, there are sometimes fumbles.  When this happens, the coach provides encouragement and support and the team moves on to the next play.

Rest assured there will most definitely be fumbles when working with AAC.  The best thing to do is to stay focused on your goals, encourage the team and keep your eye on the prize.

Question:  When should we start using symbols to support language, literacy and the curriculum?

Answer:  The time is now!

Using picture symbols in the classroom is absolutely necessary to represent language for students who are not yet reading or writing.  Symbols can promote:

• Language learning and understanding (e.g., vocabulary development)
• Understanding of new concepts
• Independence
• Positive behavior (e.g., schedules, visual rules, etc.)

To learn more about symbols and how to implement them into your classrooms, watch the video titled From Images to Symbols and Beyond: Supporting Autism Using and Customizing Visual Strategies available on the DynaVox Mayer-Johnson Recorded Sessions page.

Question:  When should we start literacy instruction?

Answer:  The time is now!

Learning to read is one of the most fundamental skills a child will learn and it is never too early (or too late) to support literacy development for emergent readers.  You can learn more about supporting literacy on the V+ and Vmax+ by watching the video titled Literacy 1-2-3 and the V available on the DynaVox Mayer-Johnson Recorded Session page.  You can also visit The Pennsylvania State University site on Literacy Instruction for Individuals with Autism, Cerebral Palsy, Down syndrome and Other Disabilities at http://aacliteracy.psu.edu/Home.html. 

Question:  When should we start using AAC with our students with significant speech disabilities?

Answer:  The time is now!

Many students with complex communication needs don’t have access to the tools they need in order to learn and grow as competent communicators.  While there is a continuum of AAC systems available (from low- to high-tech), we must make sure that we provide the most appropriate communication program for all students.  By making the least dangerous assumption, we can assure that every student will have access to the tools they need to communicate and learn. 

In an article written by C. Jorgensen (2005), she proposes a new paradigm in the area of disability and competence.  She found that often times if service providers weren’t sure what the student was capable of, it was presumed that the student could not (and never would be able to) learn to communicate.  Jorgensen advocates that setting high expectations should be the basis for decision making regarding educational programming.  In addition, Jorgensen believes that decisions made based on high expectations will lead to a higher quality of life in both school and beyond.  To read a summary of this article, go to http://www.dynavoxtech.com/training/toolkit/details.aspx?id=389

 Question:  When should we start the assessment process?

Answer:  The time is now!

Determining the most appropriate AAC strategy for students with special needs can often be a daunting task.  If you know a student with communication difficulties who does not currently have a functional communication intervention program in place, ask yourself the following questions: 

1. Does the student have less than 25 words or signs that are intelligible to unfamiliar listeners?
2. Does the student have difficulty expressing ideas?         
3.  Does the student have difficulty having basic needs met?          
4.  Does the student become frustrated when they are unable to communicate with others?
5. Does the student show an interest in social interaction, but lacks the verbal skills to interact?
6. Does the student have difficulty initiating interaction with others?
7. Does the student use picture symbols, photographs or objects primarily for requesting but needs a way to increase language function?
8. Does the student fall below developmental milestones for expressive language?
9. Does the student have a reliable yes/no response?
10. Can the student participate appropriately in conversations with peers?
11. Does the student benefit from help from a familiar communication partner to communicate effectively with others?
12. Does the student communicate most successfully using facial expression, body language, gestures and behaviors (either socially appropriate behaviors or challenging behaviors)?
13. Do pictures seem to increase both comprehension and expression?
14. Is the student able to currently participate in meaningful day-to-day activities successfully? 

If you answered YES to more than 5 of these questions, then it might be a good idea to discuss options and explore an effective communication assessment and intervention protocol.  

The next step in identifying the most appropriate AAC tools, techniques and strategies for a student requires you to assess their communication needs. The AAC Needs Assessment provides a thorough and quick overview of an individual’s needs across environments.  This worksheet is a great start to the evaluation process.  

Another tool that might be helpful with the assessment process (and into intervention) is the Dynamic AAC Goal Grid.  The Dynamic AAC Goal Grid will help you get started with supporting students who use AAC.  The purpose of the grid is to help determine whether your students are communicatively competent in a given communication ability level (Emergent, Context-Dependent and Independent) across the four areas of communicative competence (Operational, Linguistic, Social and Strategic).  The Dynamic AAC Goal Grid:

• Provides the structure needed to measure progress for each goal area of competence
• Presents broad goals within each communicative competency area
• Supports the team as they identify and create strategies for working on specific goals
• Provides a roadmap for transitioning to the next level of communication competence

I try to use all of life’s events as a learning experience, with no regrets. As I think back to some of the children with whom I’ve worked in the past – it is nice to reflect and think of things that I would have done differently.  If I could do it all over again and wrote down some AAC resolutions, they would look something like this:

Resolution #1:  Provide more opportunities to communicate.

This one will always make the top of the resolution list.  I can’t stress how important it is to do a little bit of planning.  If you don’t know when, where, how and why a device is going to be used – then chances are, it won’t be used.  The more opportunities to practice skills the better communicator your student will become.  I think I’ve quoted Jane Korsten in past blogs, but I feel the need to do it again.

“The average 18-month-old child has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth.  A child who has a communication system and receives speech/language therapy two times per week for 20-30 minutes sessions will reach this same amount of language exposure in 84 years.”    Yep, I think that about sums it all up.

Resolution #2:  Have more fun with AAC.

Communication and learning can be fun sometimes.  I am personally more motivated to do something if it is fun and something that I enjoy doing.  I also get bored quickly (Guess what?  So do our students!), so I like to mix things up a bit when teaching new skills.  While many of our students need repetition in order to learn new things, it is not necessary to present things in the exact same way every time (Zzzzz…BORING!). 

Resolution #3:   Expect greatness.

High expectations, good instruction and appropriate support can lead to learning and communication skills beyond what might have been expected.  I can’t tell you how many kids I’ve met who far exceeded what everyone thought – just because we gave them a chance and believed in them.  I hate to hear things like, “He’s not smart enough.”, or “She will never be able to do that.” If our students pick up on dread and negativity, they will start to feel the same way in regards to learning and communication.  I believe that when students hear statements like this it could potentially become a self-fulfilling prophecy.  Keep in mind that a self-fulfilling prophecy can be positive too.  If students hear that they are smart, funny and good communicators – well, I think you know what might happen.

So, what are some of your AAC resolutions that you will use for the upcoming school year?

Jane Korsten points out that, “The average 18 month old child has been exposed to 4,380 hours of oral language at a rate of 8 hours/day from birth.  A child who has a communication system and receives speech/language therapy two times per week for 20-30 minutes sessions will reach this same amount of language exposure in 84 years.”  I was completely blown away when I read this.  Seriously!  Who has 84 years to learn language?!  This is such a profound statement and I constantly think about it when trying to increase opportunities for students to get more “clock hours” on their AAC devices.  It breaks my heart when I see a student who struggles everyday just to exist.  Without a voice – existence becomes very difficult.  But then, it happens – I see a student who has access to their AAC systems, a supportive team and meaningful classroom instruction – amazing things occur.  These teams use all of their resources (and a bunch of creativity) to create an environment that encourages communication and learning.

Many service providers and parents have the misconception that implementing AAC takes too much time.  While I will agree that there must be some time invested in order for AAC intervention to be successful, I will say that we don’t have any time to waste.  If you don’t know what I’m talking about, just re-read the profound statement above.

Communication happens all day long.

1. Listen more – Talk less
   I would have to say that this is the most important lesson that I have ever learned.  Becoming a good listener is truly a skill that we as service providers must learn and practice.  I seriously believe that we miss so many of the wonderful things that our students can do because we don’t give them enough time.  We bombard them with 200 questions all at once.  We dominate the interaction (I have research to prove it!).  We don’t provide them with enough time to explore and learn their systems.  We often don’t take the time to listen to the things they like to talk about.  If you find this to be a difficult task, review the Chain of Cues video and training materials on the DynaVox Implementation Toolkit.
   
2. Practice more – Drill less.
   Practice does make perfect…or at least helps us see great improvement in student communication skills development.  I have learned that students learn best when participating in meaningful activities and when they have many, many times to practice new skills.  I try to never let the words “Touch the …” and “Show me the …” come out of my mouth.  I learned that it was absolutely necessary to make a plan for intervention so that I made sure that I offered as many opportunities as possible to practice new skills. 
3. Try more – Complain less.
   I know that the world of AAC is foreign to many service provides.  I know that it does take some time to get up to speed on a student’s device.   I also know that negative attitudes towards a student’s communication device can be contagious (Positive attitudes can be contagious too!).  I always tried to keep an open mind and try new things.  Progress is sometimes slow and it is easy to give up.  It is our job to do what we need to do in order for our students to learn and thrive.  Just keep in mind that AAC is the only way for our students to succeed in life.  It is not an option.  As my mother always says…smile more – frown less.