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.”

After my accident, I was partially paralyzed on my right side and I was unable to speak. I began to question my fate. What did I do to deserve this fate? I had gone from somebody who cares for others, to someone who now relies on others for some of the basic activities of daily living. This threw me into a depressed state for a long time after my incident. Then one day I read the above quote and it hit me. God has a plan for all of us. I had heard my parents say that hundreds of times before but until then, I didn’t really understand what it meant for me.

Fate is a funny thing. I never would have guessed that I would be living on my own again and working as a consumer representative. It makes me proud to say that I am still able to help others as an AAC user. Fate may have thrown me a curve ball but there is a saying that is very true for me.  It states: “When life gives you lemons, make lemonade.”

Sharing opinions and, in particular, comparing one thing to another is a regular part of our everyday interaction. It is not just related to food but is done when discussing movies and clothing as well as feelings about an event (e.g., party, therapy).  Television shows in general can be rated for how good the plot was, how well the new cast member fits in, etc.  The singing, dancing and cooking contest shows that fill the program schedule offer many opportunities to compare performances.  How can the individual with a severe communication impairment share “ratings?” 

We might immediately think of using facial expression (e.g., smile, frown) or a thumbs up/down as possible techniques.  We often ask yes/no questions – “Did you like it?”  While these are good for indicating overall positive or negative feelings, how can we get to the idea of comparison – of saying that one was better than the other? 

Incremental thumbs up – The thumbs up/down technique could be modified to show level of like/dislike.  In this case, the thumb in the 6:00 position indicates bad, 9:00 (from the communicator’s perspective) means OK and 12:00 means great.  Given this schema, 10:00 would mean pretty good. 

This technique is used naturally by some people but will need to be taught to others.  The advantage is that it requires no equipment and is understandable to many people.  The disadvantage is that it is fairly abstract and may not be easily understood by the communicator who has language and/or cognitive issues.  

Indicating number ranking with fingers – This technique requires the communication partner to establish a rating scale with the communicator.  “1 finger means bad.  3 fingers mean OK.  5 fingers mean great.”  This technique has the advantage of requiring no equipment.  The challenge is that it requires the communicator to understand the rating scale delivered verbally and, if the communicator ever uses it spontaneously, it would not be understood by unfamiliar people. 

Rating Scale – Rating scales can be drawn on pieces of paper, kept in a communication book and can be found or customized in speech generating devices.  The picture (at right/left) is an example of a rating scale written on a piece of paper.  As you can see, it isn’t pretty but it is functional.  You still describe it verbally but it provides visual cues at the same time providing additional support for the communicator.  If used spontaneously, this scale would be understood by someone unfamiliar.  A number-based scale is available in the “Doctor’s Office” scene in the Series 5 software found on the DynaVox Maestro, V+ and Vmax+.   

Next week, I am going to my favorite (thus far) Mexican restaurant.  I will see if they can maintain their current rating – thumb at 12:00, five fingers, close to “great” on the written scale and 9 of 10 on the number-based scale on my Series 5 device.

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.

We all have these light bulb moments throughout our lives and how we choose to learn from them is up to us. Everyone has a story to tell and experiences to share that can be of benefit to your audience, whether it is one person or an auditorium of 250 people. As an AAC user, this blog is my opportunity to share those moments with the general public in need of AAC education.

 “I can’t do that” has been replaced with “I can do this!” I may not be able to make a clear phone call, however, I can use my DynaWrite 2.0 to make a call, or send a text, or an email.  I found ways to fix my hair with one hand. The straightening iron is a wonderful invention! There is always more than one way to accomplish the task at hand. As AAC users, we are great at adjusting to most situations very well. We have the ability to teach others to do the same.

After receiving his communication device, Frank returned periodically to learn new things and make sure he was communicating as effectively as possible.  He was independent in caring for and operating his communication device, used both pre-stored messages (e.g., “I have a question for you” or “Hi, how are you?”) as well as spelled out whatever he needed to say, enjoyed interacting with others, and was able to clarify himself when his communication partner didn’t understand his message.  Overall, Frank was a very good communicator.

As I got to know Frank, I really enjoyed hearing his stories about life in the nursing home, his outings in the community, and visits with his family.  Of course, I also heard about his frustration with the nursing staff not listening to him and his disappointment when decisions were made for him without his input (like his placement in the nursing home rather than an apartment with some caregiver support). 

Why am I telling you about Frank?  As a way to talk about self-advocacy.  Whether he knew the term self-advocacy or not, Frank’s decision to pursue an evaluation for a communication device was evidence that he could advocate for himself.  In light of his ongoing frustrations and disappointments, how could Frank have used his communication device to continue his self-advocacy?  Here are a few ideas:

1. Frank should use his communication device to make as many choices for himself during the day.  These choices might include what he wants to wear, whether he wants to go to the dining room or not, and whether he wants to participate in different daily activities.  What does this have to do with self-advocacy?  According to Barbara Collier (2006), a speech-language pathologist who has done a lot of research into self-advocacy, “it is important to note that the ability to direct personal services is integrally related to a number of self-empowerment skills. These skills include the ability to make choices, to solve problems and to self-advocate.”  Basically, making choices is an important stepping stone to higher-level advocacy.
2. Frank could also benefit from directing his personal services (personal care) more effectively.  After indicating his choices, he might need to follow-up with the direct care staff that appear not to be listening to him (one of his frustrations).  This includes talking directly with direct care staff (e.g., “That’s not what I said…let me tell you again” or “Please let me choose for myself.  I am an adult” or “Thank you for helping me.  Next time, could you do that a little more gently” or “If you continue to ignore my wishes I will need to talk with your supervisor”) and, if necessary, with their supervisors.  This assertiveness would be difficult for Frank but was a necessary step to his self-advocacy.
3. Frank could request a meeting with his family and his case manager to discuss his living situation.  Before this meeting, Frank should pre-store messages related to his desires for where he would like to live (e.g., group home, apartment with 1-2 roommates, independent apartment) and the questions he has about reaching that goal.  During the meeting, he could share these ideas, hear feedback from his family and case manager, and problem solve about making the change.  Even if the process of moving was a year or longer, knowing that he was working towards his goal could improve Frank’s quality of life.

While I have lost contact with Frank, I hope someone helped to guide him along the path to self-advocacy!

For other perspectives on self-advocacy, I’d encourage you to read these earlier posts to Voice for Living (http://www.voiceforliving.com/2011/01/arguing-and-self-advocacy/ and http://www.voiceforliving.com/2010/03/advocating-for-yourself/).  

Reference

Collier, B. (2006). Home Study Guide for Communicate 4: Supporting youth and adults with physical disabilities in communicating about their services and participating in their communities. Pittsburgh: DynaVox Technologies.

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.

As it always goes, the first time had a few kinks that needed to be worked out.  For the first half hour of the meeting the leader’s microphone wasn’t working. But with some help he was able to get it working.  Then we were having trouble getting one of the web cams up and running. The only other problem that we had was the amount of reverb that I would get whenever I would increase the volume on my DynaVox V. 

Besides those few small hiccups the meeting went pretty well. I can’t wait to get a chance to use this platform to present to as many people that I can.

What we want to keep in mind is that we all learn to communicate in context of interactive, real-life activities.   We don’t take babies and show them vocabulary cards to name before we engage in back and forth communication with them. We just engage them in daily activities like playing, and eating, and dressing, and so forth.   And while we are engaged in those activities, we communicate.  And so do they. At first they communicate non-verbally, with eye gaze and gesture and action.  And we interpret and expand on their communication, all the while modeling more and more verbal communication.  So typically developing children learn communication skills while they are communicating! 

As it turns out, this is the way children with Autism learn to communicate with AAC as well.  They learn what words mean and how to use them while engaging in motivating activities that incorporate the words.  They learn when and how to communicate by having the device out and ready to go as we provide modeling and cuing to ensure a successful interaction.  They learn to use their communication devices by using them in regular, daily activities, in regular daily interactions.  We might look at these interactions as communication opportunities. 

One communication opportunity may be snack time, asking for a snack that is desired. We would have the snack foods available, and we start by modeling using the child’s device to ask for favorite snacks.   We don’t need to do drill and practice in advance, the AAC user learns to request by requesting! 

What are regular, daily interactions that the AAC user already has on his or her schedule, and what are the communication opportunities within those activities?  Just a few examples of daily activities and the opportunities that you might find within them: 

• Arriving home from school (tell Mom about the day)
• Reading a book together (telling what is shown in the pictures)
• Grocery shopping (telling Mom what looks good to buy)
• Playing a game (taking turns, directing others, asking for materials)
• Dressing (selecting clothes, refusing clothes)
• Circle time at school (answering questions about the calendar, the weather, the schedule)

Let’s help the AAC user learn to communicate by communicating with AAC.