![]() Using the word “cookie” as an early developing word only indicates “cookie”. A noun like “cookie”, on the other hand, is much more limiting. For example, “go” can mean “go” get it, “go” start the toy, “go” push the buzzer, “go” hide, “go” away, etc. Even children in the earliest stages of learning who use a single message voice output device can make meaningful contributions with the right vocabulary. The key is choosing core vocabulary with lots of communicative power. Alternatively, choose core words listed in the 4×6 script cards developed by Gail VanTatenhove which are available for download on (what, look, help, all gone, more, do, again, all done, different, stop). Robin Parker in The First 12: Getting Started with Core Words (go, want, more, different, big, on, what, it, that, not, you, play). TARGETS FOR BEGINNING COMMUNICATORS: If your student is a beginning communicator, select words like those included by Dr. 5 Reasons for Using Pre-Stored Messages in AAC Systems. Normal Language Development, Generative Language & AAC. For more on pre-stored messages and when they can be effective, explore 5 Reasons for Using Pre-Stored Messages in AAC Systems. In certain cases, you may also include some pre-stored messages for utterances that need to be quick, such as “I need to use the bathroom” or “What’s your name?” Be careful with pre-stored sentences, however, because use of only pre-stored sentences denies the student the ability to build a novel message. You may also want to include some extended or “personal core” words, words that Gail VanTatenhove describes as “words that are ‘core’ to the child’s personal needs, like names of key people, places, and things”. Web.Ĭhoose core words, words that we know comprise the bulk of all words spoken by natural speakers. With each potential goal, ask yourself these same questions. Are vocabulary and tasks such as stating the current weather conditions, labeling shapes, or stating today’s month, date and year going to be essential to this child’s ability to express their thoughts, feelings, complaints, hopes or desires? Will they use them outside of morning circle? Probably not. However, there are some steps we can take to help identify the most important learning targets for our students who are learning to use AAC.Ī: Try to select vocabulary and language structures that will help the student establish and maintain meaningful communicative interactions.įor a great start on thinking about goals that will make a difference for your student, check out Goals that Matter: Practical Thinking from PrAACtical AAC. This is surely the toughest step for most folks who write AAC goals and the answer is far from clear-cut. HOW TO CHOOSE VOCABULARY AND LANGUAGE SKILLS TO TARGET While we can’t go through all of those concerns in this post, I can offer some resources and lay out a blueprint to aid in the development of sound, measurable goals for your students who use AAC.ġ. Therefore, most haven’t been given the tools to understand where to begin, what vocabulary to choose, how to teach AAC use, how develop appropriate and engaging activities, or how to write functional AAC goals. Most receive minimal instruction on AAC and educating students with complex communication needs. What is different and I believe most daunting about the goal-writing process is that teachers and therapists simply don’t know enough about AAC. Isn’t that true? Aren’t we just teaching language? For this student, language is simply being expressed in a mode other than natural speech! Gail said that AAC therapy is just language therapy. ![]() I recall a workshop I attended years ago presented by Gail VanTatenhove that helps put IEP goals for AAC into perspective. When we sit down to discuss their questions, the first thing I remind them is that AAC goals are no different from any other IEP goal. Very often, I receive requests for support from teachers and speech therapists that are writing IEP goals for their students who use AAC. Today, she provides a very valuable perspective on writing IEP goals for students who use or need AAC and some wonderful resources. ![]() ![]() In her first post on this topic, Lauren addressed some frequently asked questions. We’re so happy to welcome Lauren Enders back to share some more thoughts on AAC and the IEP. ![]()
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