Talking With Tech AAC Podcast

Jenifer Eaton & Marya Haff (Part 1): Collaborating Effectively with ABA Providers

This week, Rachel interviews Jenifer Eaton & Marya Hoff, two BCBAs who own Rooted in Play, an Applied Behavior Analysis (ABA) practice in Orange County, California. Rachel shares about her experiences working with Jenifer and Marya to support one of her students, and why Rachel felt Jenifer and Marya were great examples of ABA and and SLP working together effectively to support language development and spontaneous utterance generation.
 
Before the interview, Chris and Rachel talk about their upcoming pre-conference at ATIA (find out more at) and some of the things that Chris is excited for at this year’s ATIA conference, including a discussion of the recent merger between Don Johnson, maker of Co-Writer, and Texthelp, maker if Read & Write. Learn more here.
 
Key ideas this week:
 
🔑 Rachel will often work with Behavior Interventionists who say “I’m just following the program I was given. I was told to target this in a specific way.” Rachel encourages these BIs to look at some less structured moments where there is not a program going that can be used for language development. Jenifer notes that BCBAs should ask their BIs to collaborate  with the SLP as much as possible. This can help the BI feel more comfortable collaborating with the SLP.
 
🔑 In Jenifer and Marya’s opinion, the “least-to-most” hierarchy of prompting is compatible with ABA therapy. If we over prompt, the student will just wait for us to tell them what to say. You want to meet the learner where they are at - certain students may need more prompting at first -  but you want to fade those prompts as soon as possible. 
 
🔑 When you give kids more wait time and they are doing something engaging, often you will get lots of spontaneous and silly language without any prompting at all. You don’t have to require, demand, or expect a particular response. We can just be present.
 
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Kara Cotter: Creating Self-Paced Training for Communication Partners (Part 2)

This week, we present Part 2 of Chris’s interview with Kara Cotter, a school-based AAC/AT Specialist who contacted Chris to ask about improving buy in, moving to the coaching model, making AAC more inclusive, and more! 
 
Before the interview, Chris shares a Patreon subscriber’s questions about: 1) feeling “imposter syndrome” as a new AAC Specialist; 2) discussing the features of different AAC apps in a resource consideration meeting; and 3) how long to “trial” AAC systems to determine what system is best for the student.
 
Key ideas this week:
 
🔑 When you get a new AAC referral, you can provide a self-paced training module (e.g. google drive folder) and then jump into coaching with them after they have completed the initial training materials. This may help break up the coaching on your schedule, as some will finish faster than others.
 
🔑 How long should we trial AAC apps to determine best fit? There are a lot of factors-  if we go through a good SETT based process and the team decides on a tool, it is probably a good choice long term. It is unclear about the benefit (other than for insurance paperwork) of trialing multiple different systems with the student, as we have little control over many variables, and the best software long term may not be what the student is able to learn the fastest in a couple of weeks.
 
🔑 During a resource consideration guide meeting, using an outside AAC feature “wheel” or chart can be very helpful. Call Scotland has a feature matching wheel that can give an overview of different AAC features. https://www.callscotland.org.uk/blog/updated-aac-ipad-app-wheel-available-now/ Angela Moorad also has a “Free and Affordable Symbol-Based AAC apps” resource that has lots of feature matching information.  https://bit.ly/free-aac-apps-for-ios
 
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
 
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!

Kara Cotter: Improving AAC Training Opportunities for Teachers and Families (Part 1)

This week, Chris has a discussion with AT Specialist Kara Cotter! Kara asked Chris about her current efforts to get greater buy-in from teachers, ideas for moving to a coaching model in her district, and strategies for training teachers and students.
 
Before the interview, Chris and Rachel kick off the new year with a discussion a group they are thankful for in the new year - the Talking with Tech fans! The support of the community has been huge to helping our podcast continue! Chris also talks about a few specific fans who approached him at presentations and why he appreciated those interactions, and how he was recently reminded that not everyone is in the “AAC bubble” and knows what AAC is.
 
Key ideas this week:
 
🔑 When teachers and/or staff ask for help with AAC, consider providing them with a professional development experience (e.g. email with short videos explaining key concepts, how-to’s, etc) to empower them before getting involved. 
 
🔑 If you have a folder on a shared drive with videos or documents for AAC training, try and make it as easy  as possible to follow, e.g. have a “Read Me” file at the top with a guide on how to go through the training.
 
🔑 In some states, it is possible to submit teacher trainings for professional development credit - consider this as an option, if applicable, to help motivate teachers to attend the trainings.
 
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
 
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!

Ashley Larisey: Effective and Respectful Therapy Materials for Older Students

This week, Rachel interviews Ashley Larisey, a school-based SLP working in the high school setting and an adjunct faculty member at St. Xavier University. Ashley describes some of her strategies for motivating older students in therapy, why she prefers “age-respectful” instead of “age-appropriate” materials, considerations for older students who are just being introduced to AAC, and more!
 
Before the interview, Chris and Rachel chat about Rachel’s recent experience diving with sharks in Hawaii with One Ocean (oneoceandiving.com), as well as a fun discussion of 2021’s top episodes and why those episodes might be the most popular.
 
Key ideas this week:
 
🔑 it’s not too late to start AAC when a student is in high school. There is no age limit to starting AAC - we’ve never “missed the boat”. Let’s also make sure they have robust systems and are developing literacy.
 
🔑 Activities using sites like Canva that let you design an image can be very age-respectful. It has lots of stock pictures of teenagers. You can have students describe the pictures they like and help them create one big image with the pictures they chose embedded in it.
 
🔑 When choosing books with with repetitive lines, you are not going to read “Brown Bear, Brown Bear,” but you can make your own book on sites like Tarheelreader.org  . You can embed more personal interests into the books to make them very personalized. We can make it respectful and also meaningful.
 
🔑 If you need to tell someone else that their materials are not age-respectful, you can do so in a more respectful way by asking questions like, “do you think he would respond better to materials with teens?” rather than something like “that’s not age-appropriate."
 
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
 
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes

Tools, Strategies, and Takeaways from ASHA 2021

This week, Rachel and Chris discuss their recent trip to ASHA 2021 and some of their favorite takeaways that they will be using in their own practice, including why its better to present on a fewer number of tools with more information on how to use them, why you have to be both interesting and informative when presenting, how to make sessions more engaging so people will show up, and more!
 
Sessions Discussed this Week:
 
Shaun Sweeney - Play on Words: Thoughtful Uses of “Game-Based” Apps and Resources in Language-Based Interventions. Sean discussed excellent tools and strategies related to technology and shared engaging stories about his clinical practice. Often, it’s better to present on fewer tools but do a deeper dive into how to use the tools you presented on than to have a list of tools you touch on for a few minutes.
 
Chris Wenger, AKA The Speech Dude. Accelerate Progress for Students on IEPs with Cutting-Edge Tech Tools to Support Social Learning Challenges. Lean into things that are difficult. When there is a difficult IEP, don’t shy away from that. Take a growth mindset. How are we delivering content in an engaging way?
 
Rachel Dorsey, Hillary Crow, and Carolyn Gaddy - Neurodiversity as a Cultural Competency: Three Autistic SLPs Walk into an ASHA Convention. Super powerful session that really got Rachel thinking about what she is doing her own practice to embrace neurodiversity, including the language she uses when writing goals and when talking about Autism. 
 
Jesse Ginsburg and Jake Greenspan - Effective Floortime Strategies for Increasing Attention & Engagement in ASD. One question to ask yourself when giving a task to a student -  Who is doing the thinking - are they doing the thinking or are you? When you are directing the experience, it’s probably you.
 
Christina Royster, Jill D’Braunstein, Alma Partida - Integrating Diverse and Inclusive AAC. While they have added more diverse options for AAC systems, companies need to be making it easier for us to change symbols and dialects for the whole system at once.
 
Meredith Gohsman and Rachel Johnson - AAC Camp for Linguistic & Social Competencies: Child, Caregiver, and Student Outcomes. Research showed that after 9 sessions of AAC Camp, there was no change in the students receiving language instruction or the parents participating in sessions. The only change they saw was int he growth of the students who put the camp together. They thought they needed more time - either do the activities all year round, or hold multiple camps year after year. 
 
Links:
 
Rachel and Chris have an upcoming pre-conference session at ATIA 2022 on Jan 26th from 8 am to 4 pm! Designing and Delivering Empowering Experiences to Teach language Using AAC!
ATIA Pre Conference - Jan 26 from 8 to 4. Learn more at https://www.atia.org/atia-2022-pre-conference-seminars/#AAC2
 
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
 
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!

Rachel Dorsey: Taking a Neurodiversity-Affirming Approach to Therapy

This week, Rachel interviews Rachel Dorsey, the amazing "Autistic SLP" who runs a private practice and teaches courses on Neurodiversity and Goal Writing. Rachel shares her perspective on neurodiversity, how to help shift the perspectives of others to better affirm neurodiversity, the importance of co-regulation for Autistic people, and more!
 
Before the interview, Rachel and Chris sit down with Melissa Bugaj and Sara Gregory to have a quick roundtable banter about gestalt language processing (e.g. scripting) vs analytical language processing, and ways that all people may use both methods to learn language.
 
Key ideas this week:
 
🔑 A “neurodiversty affirming approach to Autism” involves respecting everyones differences and seeing people through their strengths and not just their deficits. It Includes listening to people from that community to learn from them how to improve your affirming practices. 
 
🔑 What can we do to help shift people’s perspective to better support neurodiversity? Rachel Dorsey says help these people to ask “why”. Why is this happening? Why are they being disruptive? Why did they go from not being able to do a skill to doing it? Is it environment? Then, shift what you do next time in response to what you learn. 
 
🔑 "Co-regulating" can happen in therapy when both therapist and the student (or client) help each other regulate. This will look different for different people. Does the Autistic person like to be left alone to do their own thing? Do they enjoy physical presence, or do they want space? Co-regulation helps to build trust and rapport and may help improve progress in therapy down the road.  
 
Use the code MADEL30 to get $30 off Rachel Dorsey’s course on Goal Writing for Autistic Students at Dorseyslp.com/courses

Michaela Ball: Is an AT Certification Worth It?

This week, Chris chats with Michaela Ball, TWT’s Audio Engineer & SLP Grad Student, about getting a certification in Assistive Technology while she finishes her Master’s degree. They have a lively discussion about why Chris thinks that the time and money spent on AT certification could be better spent on other kinds of professional development.
 
Before the interview, Chris and Rachel discuss a recent experience Chris had in a classroom of young students playing Minecraft, including using Immersive Reader to read text in the game and learning about coding while playing Minecraft.
 
Key Ideas This Week:
 
🔑 In many parts of the US, there are lots of SLP jobs available without needing a specific certification to get the job. AT jobs may or may not be more competitive depending on the area you work in.
 
🔑 People who choose to get certification have good reasons to do so, but getting a certification can be a large expenditure of time and money that could be spent more effectively in other ways.
 
🔑 RESNA certification could be useful in situations where professional competence is called into question or to improve your resume when looking for AT jobs. Chris has heard from RESNA-certified colleagues that their certification was not very useful in improving their day-to-day work as an AT professional.  
 
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
 
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!

Small Talks V: Mark Brown, Meryl Schnapp, Jennifer Edge Savage, Kim Albrecht, & Colleen Warn

This week, we share five brief “small talks”, or short interviews, with Mark Brown, Meryl Schnapp, Jennifer Edge Savage, Kim Albrecht, & Colleen Warn!
 
Before the interviews, Chris and Rachel have an amazing discussion about targeting spontaneous language when people do not communicate much without a prompt or model. For example, you can help parents and teachers realize how much (or little) their child/student communicates spontaneously by having them track it during the day. Making sure to give appropriate wait time and finding something that is motivating are also essential to encouraging independent initiation. 
 
Small Talks This Episode:
 
🗣️Mark Brown discusses 22q11.2 deletion syndrome, and how we can better support them through AAC during early language development. With 22q11.2 deletion syndrome, language is delayed and there can be cognition deficits. There can also be VP insufficiency which creates hypernasal resonance and impacts articulation and intelligibility. AAC can be used as an interim support before they are more intelligible. 
 
🗣️Meryl Schnapp shares about using 3d printed tactile core symbols, and her efforts to create large classroom sized core board with tactile symbols that are always put in a consistent location, because it would be frustrating to dig through a basket of objects every time you wanted to say a word. 
 
🗣️Jennifer Edge Savage talks about starting AAC Town Halls during the pandemic while working for northeast PRC-Saltillo.  They had a lot of SLPs sharing resources with each other about things that were new or different during remote learning, like AAC tele-assessment. 
 
🗣️Kim Albrecht talks about making her home the local “grand central station” for the neighborhood kids, which is really good exposure for her daughter Miranda.
 
🗣️Coleen Warn discusses working to create asynchronous learning experiences for people. They developed a bunch of screencasts that are only about 2-5 minutes long that cover different aspects of different AAC tools to encourage people to learn more about their devices.
 
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
 
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!

Alexandria Zachos: Supporting Spontaneous Speech in People Who Script

This week on TWT, we are excited to present Rachel’s interview with the amazing Alexandria Zachos! Alexandria is an SLP, educator, and private practice owner who specializes in treating delayed echolalia (aka scripting) and using the Naturalistic Language Acquisition framework to move from echolalia to self-generated language. Alexandria has a wealth of information to share about gestalt language (learning language in chunks or scripts), how we can teach language to gestalt learners, and how to determine if someone is a Gestalt Language Processor. 
 
Before the interview, Chris and Rachel share about a recent presentation at Closing the Gap, and their plans for a similar pre-conference session at ATIA on January 26th from 8 am to 4 pm. They discuss some of the plans they have to make the sessions fun and share some of what they have learned about putting together a meaningful presentation.
 
Key ideas this week: 
 
🔑 There are two ways that people learn language - Gestalt Language Processors, who learn in chunks or scripts, versus Analytical Language Processors who learn one word, then learn to put two together, and so on.
 
🔑 Some GLP communicate with single words, but they can’t combine words together to make longer sentences. Others use longer scripts to communicate that are taken from things like favorite media. Other GLP sound unintelligible for a few syllables then say clear word - the unilntellgible sounds and the word together make up the gestalt.
 
🔑 Understand what stage of echolalia the child is at: 
Echolalia - full scripts. Can be delayed (scripts are used long after the initial stimulus).
Mix and match - moving around partial scripts or taking parts of scripts.
Magic stage - starts to understand that words are units - singling out words and understanding they can stand alone.
Beginning grammar and novel original language.
 
Help them get as many gestalts as possible in Stage 1, then they can break them down in Stage 2 and get the to Stage 3 where they can single the words out. 
 
Find out more about Alexandria’s work at www.meaningfulspeech.com or on Instagram @meaningfulspeech
 
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
 
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!

Cindy Gelormini - Improving Inclusion Through Storytelling

This week, Rachel interviews Cindy Gelormini, parent of an autistic person and author of a series of children’s books about autism called "Robbie's World and his Spectrum of Adventures". Previously, Cindy built a following on YouTube making videos about her son and their life together. Cindy shares about her son’s journey as a communicator, and some of the challenges he faced not having a method of communication beyond PECS and gesture. Tragically, her son passed away, and Cindy discusses why she wanted to write and illustrate a series of books to carry on Robbie's memory and to help others understand autism a little bit better.
 
Before the interview, Rachel and Chris discuss their upcoming presentation on Coaching at ASHA 2021! They will be presenting together on November 19th, from 1:30 pm to 2:30 pm. Chris will also be presenting on gaming and communication on Saturday, 11/20 at 9:30 am, and presenting on robots and communication on 11/20 at 4:30 pm! 
 
Key ideas this week:
 
🔑 Without a good foundation of communication, people can become much more frustrated and there can be more behaviors. In some cases, this frustration and stress may lead to other health problems.
 
🔑 If seizures are happening to a client or someone in your family, start tracking what happens before the seizure, what happens after the seizure, and what it looked like. This information can be very helpful down the road.
 
🔑 For some people, AAC is important because they know what they want to say, but the right words aren’t being articulated.  For example, Rachel shares about a client that answered every preposition question with the verbal answer “under” but, when given an AAC device, was able to select the correct answer every time, indicating he knew the correct preposition even if he couldn’t say it.
 
Links:
Cindy's YouTube Page (includes episodes of her podcast and videos of Robbie): Robbie and Me: Autism Reality 
 
 
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
 
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!