Building Communicative Competence With Individuals Who Use Augmentative and Alternative Communication

by Light, Janice C., Ph.D.; Binger, Cathy

• ISBN13: 9781557663245
• ISBN10: 1557663246
• Edition: 1st
• Format: Paperback
• Copyright: 1998-01-01
• Publisher: Paul H Brookes Pub Co

Summary

Quick and easy to use, this hands-on instructional program offers goal-setting, teaching, and Coaching methods for improving the communicative skills of people who use augmentative and alternative communication (AAC) systems. Tested and customized to meet the needs of speech-language pathologists and other communication partners of AAC users, this program is appropriate for children, adolescents, and adults at any stage of communicative development. Along with specific directions for building strategies and skills, it provides guidelines for adapting the instruction methods to teach other skills.

Table of Contents

About the Authors	vii	(2)
Foreword	ix	(2)
David R. Beukelman
Note to the Reader	xi	(2)
Preface	xiii	(4)
Acknowledgments	xvii	(2)
Personal Acknowledgments	xix
1 Introduction	1	(6)
Questions & Answers	1	(6)
2 General Instructional Procedures for Building Communicative Competence	7	(38)
The General Instructional Model	7	(2)
Step 1 Specify the Goal, and Complete Baseline Observations	9	(4)
Step 2 Select Vocabulary	13	(2)
Step 3 Teach the Facilitators Strategies to Support the Individual Who Uses AAC in Learning the Target Skill	15	(2)
Step 4 Teach the Target Skill to the Individual Who Uses AAC	17	(5)
Step 5 Check for Generalization	22	(2)
Step 6 Evaluate Outcomes	24	(2)
Step 7 Complete Maintenance Checks	26	(1)
Questions & Answers	27	(6)
Summary	33	(2)
Appendix: Forms for Teaching Target Skills	35	(10)
3 How to Teach an Introduction Strategy	45	(38)
Questions&Answers	45	(3)
Steps to the Instructional Program	48	(3)
Step 1 Specify the Goal, and Complete Baseline Observations	51	(4)
Step 2 Select Introductory Messages	55	(4)
Step 3 Teach Facilitators to Allow the Individual the Opportunity to Use an Introduction Strategy	59	(2)
Step 4 Teach the Individual to Use an Introduction Strategy	61	(7)
Step 5 Check for Generalization	68	(2)
Step 6 Evaluate Outcomes	70	(2)
Step 7 Complete Maintenance Checks	72	(1)
Appendix: Forms for Teaching an Introduction Strategy	73	(10)
4 Examples of Teaching an Introduction Strategy	83	(30)
Case Example 1 Jim	85	(13)
Case Example 2 Maureen	98	(15)
5 Increasing Turn Taking	113	(38)
Questions&Answers	113	(4)
Steps to the Instructional Program	117	(2)
Step 1 Specify the Goal, and Complete Baseline Observations	119	(4)
Step 2 Select Vocabulary to Facilitate Turn Taking	123	(3)
Step 3 Teach Facilitators to Provide Appropriate Opportunities to Take Nonobligatory Turns	126	(2)
Step 4 Teach the Individual to Take Nonobligatory Turns	128	(8)
Step 5 Check for Generalization	136	(2)
Step 6 Evaluate Outcomes	138	(2)
Step 7 Complete Maintenance Checks	140	(1)
Appendix: Forms for Teaching Nonobligatory Turns	141	(10)
6 Examples of Increasing Turn Taking	151	(34)
Case Example 1 Sarah	153	(15)
Case Example 2 Don	168	(17)
7 Partner-Focused Questions	185	(36)
Questions&Answers	185	(3)
Steps to the Instructional Program	188	(2)
Step 1 Specify the Goal, and Complete Baseline Observations	190	(4)
Step 2 Select Vocabulary	194	(3)
Step 3 Teach Facilitators to Provide Appropriate Opportunities for the Individual to Ask Partner-Focused Questions	197	(2)
Step 4 Teach the Individual to Ask Partner-Focused Questions	199	(8)
Step 5 Check for Generalization	207	(2)
Step 6 Evaluate Outcomes	209	(2)
Step 7 Complete Maintenance Checks	211	(1)
Appendix: Forms for Teaching Partner-Focused Questions	212	(9)
8 Examples of Teaching Partner-Focused Questions	221	(32)
Case Example 1 Matt	223	(16)
Case Example 2 Mike	239	(14)
9 How to Adapt the Program to Teach Other Skills	253	(28)
Questions & Answers	253	(6)
Adapting the Instructional Model to Teach Other Skills	259	(1)
Step 1 Specify the Goal, and Complete Baseline Observations	260	(1)
Step 2 Select Vocabulary	261	(1)
Step 3 Teach Facilitators Strategies to Support the Individual in Learning the Skill	262	(1)
Step 4 Teach the Target Skill to the Individual Who Uses AAC	263	(1)
Step 5 Check for Generalization	264	(1)
Step 6 Evaluate Outcomes	265	(1)
Step 7 Complete Maintenance Checks	266	(1)
Case Example 1 Learning to Protest Appropriately	267	(6)
Case Example 2 Learning to Clarify When Breakdowns Occur	273	(7)
Summary	280	(1)
10 How to Troubleshoot to Ensure Effective Instruction	281	(18)
Problem 1 The Individual
Is Not Making Progress in Learning to Use the Skill	284	(5)
Problem 2 The Individual's Performance Seems Inconsistent	289	(3)
Problem 3 The Individual Is Having Difficulty with Generalizing and/or Maintaining the Skill	292	(3)
Problem 4 The Individual Has Few Opportunities to Use the New Skill in Daily Routines	295	(1)
Summary	296	(1)
Concluding Remarks	297	(2)
References	299	(6)
Index	305