While self-sufficiency is always important for students as we prepare them for life as independent adults, there is another side of this we want to explore.  In my mind, self-sufficiency does not refer only to carrying out a task on our own.  It also includes the skill of knowing when to ask for assistance.  This is particularly true for students with physical disabilities.  

There is a tendency for those around these students to get in the habit of doing tasks automatically…without being asked.  This is certainly understandable but it is not always in the best interest of the students in becoming independent adults.  

Adults with physical disabilities need to have the skill of not only asking for assistance but directing others in the process.  One woman I knew would ask me to write her appointments in her schedule book for her.  She was able to remind me to do it, tell me where her schedule book was located and what she wanted me to write.  Another person I knew would ask cashiers to take his wallet out of his bag, remove a specified amount of money, show him the cash and place the receipt in the wallet before returning it to his bag.  The ability to ask for this assistance and to provide specific directions politely enhanced the independence of these individuals and their ability to participate in activities of their choosing. 

Teaching these skills begins early.  We can begin by teaching young students to request assistance with physical tasks as needed.  We can then enhance this skill by encouraging them to provide specific instructions.  Tasks might include: 

• Opening doors, lockers and cabinets
• Collecting and positioning materials
• Moving to various places within the environment
• Eating and drinking
• Completing school work

Students could produce these requests by formulating a message word-by-word or letter-by-letter using core word strategy or keyboards.  This is certainly an appropriate skill to accommodate unusual situations.  However, many of these requests will occur consistently.  Let’s increase the student’s efficiency by programming in these frequently occurring requests in “My Phrases” in the Series 5 software under the “Wants and Needs” tab on the DynaVox Maestro, V+ or Vmax+, or the “Needs and Wants” tab in “Quickfires” on the DynaVox Xpress.  You might also consider programming them within the topic where they will be used (e.g., classroom, cafeteria, bus).

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.”

One of my favorite examples of this came from a friend of mine.  Her father was pumping gas while the rest of the family waited inside the car.  He looked at his wife, held up both hands and showed her five fingers on both hands followed by two fingers on each hand then four fingers on each hand.  His three children were in the back seat complaining, “What does he mean – 10, 4, 8?”, “How does he expect us to understand that?”, “He does this all the time!”  My friend’s mother calmly turned to her children and said, “He means that the five (5) of us are going to (2) a restaurant for (4) dinner.”  Inexplicable, yes, but not unusual! 

There are times when these types of communication attempts fail.  I recall my own father standing at the corner of our house making some kind of odd salute followed by a turning motion.  This was supposed to mean, “Go down to the end of the house, turn the corner and turn on the water.”  I didn’t get it either! 

The problem with this type of idiosyncratic (personal) communication is that is it easily misunderstood by less familiar people or even by familiar people if the context is unknown.  It is for this reason that multi-modal communication is so important.  

Multi-modal communication is the use of many forms of communication for expression.  This might include any combination of speech, vocalizations, gestures, pointing to objects, pictures or general location, facial expression, body language, etc.  When I didn’t understand my father’s gestures, he held up the hose and repeated his gesture resulting in my understanding of his message.  This isn’t confined to people who can speak.  I’ve had AAC users use photographs, brochures, business cards, tickets and other memorabilia to communicate in addition to their devices, voice and gestures.  

Think about the modes of communication already at the augmented communicator’s disposal.  Consider what additional modes you might teach.  Use our Multiple Communication Methods resources in the Implementation Toolkit to assist you.  Go to our Search Resources page at http://www.dynavoxtech.com/implementation-toolkit/search-resources/ and type in “Multiple Communication Methods” in the search box to see a handout and worksheet as well as worksheet and video examples.

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.

Following the activity that week, Jimmy’s mom called the teacher back at school to say it was the single most exciting and innovative project that he had participated in to date, and he was not only given the opportunity to take a “deeper dive” into the curriculum material but he  was enriched in other life lessons as well.  The teacher summarized the partnership by telling me, “It’s not only my job to teach Dominic.  It’s my job to teach 26 other kids that Dominic is an equal contributor to our learning environment.”

But we know that at school things can and do happen that are not part of the plan.  On occasion there will be a fire drill, or a school-wide assembly, or a major disruption with another student.  We know that our students with Autism benefit from preparing for these sorts of events with Social Stories, and we also know that all students who are accustomed to schedules will benefit from activity or mini-schedules that cover these unusual, special, and often anxiety-producing events. 

Here is an example:  An activity schedule (also called mini schedule) for a fire drill might include the following sequence: 

1. Loud Bell
2. Line Up
3. Walk in line with the class
4. Go outside
5. Wait with the class at the _(specific place)_____
6. Listen to the teacher
7. Walk in line back to class
8. Check your schedule 

You can see that it provides information about what will happen and where to go.   The student can hold the schedule and refer to it as needed.  It is general enough to cover most contingencies of the event, but specific enough to help the student manage the event.  And how about this:  An infinite number of these “special event” schedules can even be pre-programmed on the student’s communication device and accessed whenever needed.   

I knew a gifted teacher who kept some special symbols near the wall where her students had their schedules.  One of her special symbols was one that she named “Chaos.”  Really!  She used the Mayer-Johnson PCS symbol for frustrated as the picture, but the label said chaos. When something happened that was unexpected, like a fire drill, or a student health or behavior emergency, she would insert the Chaos symbol into the schedule and then distribute or navigate to the appropriate special activity schedules that she had ready.  

Here’s the thing:  because she had this kind of foresight, it never was chaotic!  She had a “practice Chaos” once in a while, so students learned that sometimes there is a change, the schedule will be changed, and it will be okay.

It seems to me that this question may have arisen from hearing about a technique known as Partner Augmented Input (PAI) or Aided Language Stimulation.  In this technique, the communication partner uses the student’s AAC system to produce his or her (the partner’s) own message while also talking.  In other words, the partner is demonstrating use of the device in everyday situations as a means of communicating. The partner does not elicit imitation back from the student.  This technique focuses on building the student’s acceptance, understanding and skills with AAC through demonstration.  Research has shown this to be a powerful and natural method for teaching use of AAC.  Check out these resources for instructions and a summary of results: – Partner Augmented Input Instructions, and Partner Augmented Input References. 

This technique does not provide license for any peer (or adult for that matter) to use the individual’s communication device whenever they wish.  Rather in cooperation with the student (if possible), peers and adults are identified and trained to provide PAI.  There isn’t a lot of training necessary and, in fact, DynaVox has training plans to help you with this technique and a few others – Training Plans for Communication Partner Techniques.

I’m guessing that you might have a few questions. 

• How many peers and adults should be trained?  At least two in each environment so that PAI can be done consistently.  The more people who know the technique the more likelihood that the technique will be used and the student will receive the benefit.
• How can I provide training?  Use the training plans noted above and teach how the AAC device’s vocabulary is organized so that partners can find vocabulary more easily.
• What if the student doesn’t want someone touching their device?  That person should not be a PAI partner.  If they are a necessary partner, you might need to work on building a relationship between the student and the potential partner over time. 

For more information, the Implementation Toolkit has a resource regarding PAI with peers – Partner Augmented Input – Tips for Training Peers.

How do you do Skype and what exactly is it?  Skype allows you to use the internet to telephone someone and use live video interaction via webcams. It is a free service; however, both parties need to have a Skype account. It is surprisingly simple to use and today most newer computers have webcams built in making it easy to set up.   If you want to do a “telepractice“ rather than consulting you would need to have an ASHA license in the state in which you are practicing.

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