Today, we continue our Fall Language Series. Last week, we talked about language development at the apple orchard. This week, we’re taking it to the pumpkin patch, AAC style. For those of you who don’t know, AAC stands for alternative and augmentative communication. AAC is, essentially, any form of expressive language that isn’t spoken words....
When it comes to AAC, many, MANY myths exist (as we found out this week on the Facebook page). By far, the one I hear the most often is that AAC will become a crutch and the person using the AAC system will become reliant on the system and not talk.
This week, I read an article titled “Communication interventions for minimally verbal children with Autism: Sequential multiple assignment randomized trial” by Kasari, Kaiser, Goods, Nietfeld, Mathy, Landa, Murphy, & Almirall (2014). This team decided to investigate what, if any, affect AAC had on a non-verbal kiddo’s language production.
Let’s break it down!
Core boards are the perfect way to model language for students. They help teach pronouns, verbs, adjectives and can help with increasing mean length of utterance (MLU).