UA-115456113-1 Talking With Tech AAC Podcast
Talking With Tech AAC Podcast
Katya Hill: Developing an ASHA Specialty Certification for AAC

Katya Hill: Developing an ASHA Specialty Certification for AAC

April 2, 2019

If you are interested in learning about the proposed ASHA AAC Clinical Speciality Certification, don’t miss this week’s interview with Dr. Katya Hill! Before the interview, Rachel shares why her jury duty was not as bad as she had expected, and why taking a step away from work can be so helpful. Next, Rachel and Chris discuss new AAC users who repeatedly press all (or only one) of the buttons on their device, and why this doesn’t need to be actively discouraged for the behavior to fade. Finally, Chris talks about his experience touring schools to evaluate classroom seating and lighting design. 

 

Next, Chris and Rachel interview Dr. Kayta Hill, Associate Professor at Pitt and leader in developing the new AAC Clinical Specialty Certification! First, Katya shares about how she came up with the phrase “SNUG” (spontaneous novel utterance generation) while working on her dissertation. Next, Katya discusses her role in gaining approval for an AAC Specialty Certification and why a specialty certification for AAC is being sought. Katya also covers why graduate-level AAC instruction will hopefully improve as a result. The process of developing the certification, including identifying specific AAC competencies, is also discussed.

 

Links:

ASHA’s page for New Specialty Areas: https://www.asha.org/Certification/specialty/Approved-Petitioning-Groups-for-New-Specialty-Areas/

 

Clinical AAC Research Conference at Howard University, October 17th-19th: https://aacinstitute.org/2019-caac/ 

Lance McLemore: Learning to Become a Proficient AAC User

Lance McLemore: Learning to Become a Proficient AAC User

March 26, 2019

In this week’s episode, Chris interviews proficient AAC user and Prentke Romich Company (PRC) Ambassador Lance McLemore! Before the interview, Chris is joined again by his wife, Melissa Bugaj! Melissa and Chris discuss the first ever International #ATChat, which focused on AAC and Access. Next, Melissa discusses her recent experiences with students who use AAC. Melissa shares about learning to increase wait time, how AAC devices are helping users to demonstrate competencies for alternative assessment, and how a student self-regulated his behavior by protesting on a device.

 

Following this discussion, Chris interviews PRC Ambassador and AAC user Lance McLemore! In Lance’s role as Ambassador, he attends conferences and speaks to different groups about his experiences using Lamp Words for Life. The interview is played in real time so our listeners can hear how quickly he accesses his device – it’s amazing! Lance shares how he taught himself to use Lamp Words for Life, how practice has helped him improve his rate, and why he believes motor planning is so important to using an AAC device successfully!

 

Links:

Questions and responses from the first International #ATChat on AAC and Access!

Lance has an upcoming free webinar with the Center on AAC & Autism! Register at https://prentrom.pages.salesfusion.com/Implementing-LAMP-April-Webinar-Series

Mo Buti: Tips for Writing IEPs and Working With IEP Teams

Mo Buti: Tips for Writing IEPs and Working With IEP Teams

March 20, 2019

This week, Rachel and Chris connect with Chris’ wife, Melissa Bugaj to talk about what makes a successful IEP meeting! Melissa is Dean of Special Education at Loudoun Valley High School and has lots to share about effective meetings, including the need for open and transparent communication, the importance of agendas, and why involving parents before the IEP meeting is so important! Rachel also shares about her experiences with IEP meetings, and why, whenever possible, Rachel tries to talk with a student during an IEP meeting rather than about him or her.

 

Following this discussion, Chris interviews Mo Buti! Mo is an advocate and instructional advocate who works with school districts and families to ensure free and appropriate public education for students with a variety of disabilities and special needs. Mo is an expert in the IEP process, and provides amazing advice about a wealth of subjects related to IEPs, including writing measurable goals, using the word “benefit” vs “require”,  and the power of active listening!

 

Links:

Find out more about Mo Buti at her website: https://www.aiepautism.com

Rachel’s recommended video messaging app: Marco Polo

Melissa’s book recommendation: Guide to Collaboration for IEP Teams by Nicholas R.M. Martin 

Building a State-Level AAC Organization with Mike Hipple, Jennifer Schubring, Kelsey Osten, & Sharon Redmon

Building a State-Level AAC Organization with Mike Hipple, Jennifer Schubring, Kelsey Osten, & Sharon Redmon

March 12, 2019

On this week’s episode Rachel talks about her impromptu solo trip to Hawaii and how she balanced both disconnecting with technology and using technology to keep her connected to friends and family. Chris opens up a broader discussion about productivity hacks and minimalism with therapy materials.

In this week’s interview, Chris talks with four members of the Wisconsin Assistive Technology Regional Network (WATRN) about creating a grassroots community to support AT & AAC. The four guests this week are WATRN Founder Mike Hipple and SLP/AT Specialists Jennifer Schubring, Kelsey Osten, and Sharon Redmon. They talk about how the defunding of Wisconsin Assistive Technology Initiative (WATI) inspired them to start a grassroots organization, WATRN, to meet the need for AT & AAC education and support in Wisconsin. Along with sharing information across the state, WATRN brings regional groups together to meet, share knowledge, and raise awareness about issues related to AAC! 

Don’t forget to join the TWT FB Group where we will reveal the topic of the Live Event on March 31st 8:00 EST/ 5:00 PST! 

Also, be sure not to miss Rachel’s course in the free Special Apps Update Conference taking place on March 27th at 8:00 EST/5:00 PST. You can sign up for free at www.specialappsupdate.com with the code: XEDSAU19.

We want to know what you think! You can connect with us on Twitter and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes - it helps others to find us!

Links:

Wisconsin AAC Network: www.wisconsinaacnetwork.org

Sarah Whyte: AAC for Adults with Neurogenic Communication Disorders

Sarah Whyte: AAC for Adults with Neurogenic Communication Disorders

March 5, 2019

On this week’s episode of Talking with Tech, Rachel interviews Sarah Whyte, a Certified Brain Injury Specialist and Assistive Technology Professional (ATP) specializing in AAC & AT for the adult neurogenic population. Sarah has instructed the AAC course at Vanderbilt University and led the AAC program for outpatient neurogenic rehabilitation at Vanderbilt Medical Center. She has presented on numerous occasions about AAC for the adult neurogenic population, including acute-care patients, ALS patients, and aphasia patients.

Before the interview, Chris shares an experience from work with a colleague about an eye tracking system. Rachel and Chris then briefly discuss end of life care and AAC for populations with regressing communication and motor skills. They also touch on grief and the counseling component involved in both children and adults with complex communication needs.

Links:

For Sarah's webinar on managing communication deficits with ALS patients, go to speechpath.com.

Interested in earning CEU’s by listening to “Talking With Tech”? Check out our course at bit.ly/twtcorepd.

How to Teach “More”, Involve Siblings With AAC, and Other Listener Questions

How to Teach “More”, Involve Siblings With AAC, and Other Listener Questions

February 26, 2019

On this week’s episode, Rachel, Chris and Lucas answer listener questions for a second time! Topics include ideas for teaching the word “more," how to get siblings/peers involved in therapy, and how we can support AAC curriculum for home-schooled students!

 

Interested in earning CEU’s by listening to “Talking With Tech”? Check out our course at bit.ly/twtcorepd.

 

Kelly Fonner: All About PODD (Pragmatic Organization Dynamic Display)

Kelly Fonner: All About PODD (Pragmatic Organization Dynamic Display)

February 19, 2019

On this week’s episode Rachel and Chris discuss all things related to access with their special guest, Kelly Fonner. Chris talks about his book heading up the charts and Rachel and Chris discuss their most recent webinar, “ABC’s of AAC”.  

 

During Chris’ interview with Kelly, they talk about PODD (Pragmatic Organization Dynamic Display). PODD is a unique type of AAC system where the vocabulary is organized according to pragmatic functions. This type of system is particularly useful for children with limited access or those who might benefit from partner-assisted communication.

 

Links:

Rachel & Chris’s Course “ABCs of AAC”: https://xceptionaled.com/course/abcs-of-aac/

We Speak PODD YouTube Channel: https://www.youtube.com/channel/UCfvD20l2wn-fS2Ar4bdTXZg

Kelly Fonner: www.kellyfonner.com

Interviews from ATIA & FETC: Christine Baudin of “AAC for the SLP”, Michael Dicpinigaitis & Mike Marotta

Interviews from ATIA & FETC: Christine Baudin of “AAC for the SLP”, Michael Dicpinigaitis & Mike Marotta

February 12, 2019

On this week’s episode, Chris talks about his recent tour of the FETC and ATIA conference circuit. Rachel and Chris discuss what it’s like preparing for a big presentation and how to get participants engaged in the material.

 

In this week’s interviews, Chris has the pleasure of speaking with Christine Baudin (creator of the Facebook Group: “AAC for the SLP”). Chris also talks with amazing high schooler Michael Dicpinigaitis of Jericho Adapts Toys. Finally, Chris speaks with inclusive technology specialist Mike Marotta. Mike shares about his podcast, Inclusive Technology for All, his favorite Chrome extensions, and why Google Keep may be his favorite part of the "G Suite".

 

Links:

AAC for the SLP: https://www.facebook.com/groups/1539830846285663/

Jericho Adapts Toys: www.jerichoadaptstoys.org

Mike Marotta, ATP: www.MMATP.com and @MMATP on Twitter

Carly Hynes: AAC Implementation Ideas for the Classroom

Carly Hynes: AAC Implementation Ideas for the Classroom

February 5, 2019

This week on Talking with Tech, Chris and Rachel talk about data management tools and technology that allows open lines of communication between caregivers, therapists, and parents. The TWT team also discusses the power of video clips for data collection, evidence of progress and team communication. Rachel mentions her latest obssession with the website “Loom” for video hosting and sharing. Chris and Rachel also mention a future “Listener Questions Answered” episode and ask listeners to send in their questions and comments and how to start earning CEU’s for listening to “Talking with Tech” podcast at bit.ly/twtcorepd.

On this week’s interview, Rachel speaks with Carly Hynes, a teacher from Liverpool who discusses AAC implementation in the classroom. Carly discusses her journey from one student with complex communication needs to now having over seventeen students currently at her school. She talks about managing multiple devices and team communication for each of her students. Carly describes her modified core word classroom approach and advocates for communication throughout all activities during the day. Rachel and Carly also discuss student motivation, following their line of interest, and why lesson plans need to stay flexible.

For more about Carly Hynes, check out her instagram at: www.instagram.com/sandfieldparkschool/

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

Jason Lehmbeck: Co-Founder of Special X & Parent of Child with CCN

Jason Lehmbeck: Co-Founder of Special X & Parent of Child with CCN

January 29, 2019

Interested in earning CEU’s for this podcast? Check out the course at bit.ly/twtcorepd.

In this week’s episode, Chris and Rachel talk about balancing administrative tasks, service delivery and direct communication with parents and caregivers.  Chris discusses ATIA and a session called “AAC Spotlight” where clinicians get a chance to present a problem with AAC implementation and then discuss different possible solutions.  The TWT team discusses therapist and educator transitions that happen when a student progresses through their education, and how parents can help maintain effective services during and after these changes.  Chris mentions several easy online tools (piktochart.com and easel.ly) for making infographics as well. To conclude, Chris and Rachel describe how future SLPs  can participate in the SLP2B conference presented by XceptionalED (xceptionaled.com/slp2b), and how to earn CEU’s for the “Talking with Tech” podcast at bit.ly/twtcorepd.

Next, Rachel interviews Jason Lehmbeck, an app developer and parent of a child with complex communication needs! Rachel and Jason discuss Special X, his new online pilot platform that acts as a child’s digital binder for parents to keep all important documents together.  Jason has also created a team to interact with parents in order to help them navigate and better collaborate with educators, therapists, and government agencies. Jason hosts a podcast, “Who Lives Like This” with Elizabeth Aquino, that focuses on issues relevant to caregivers, advocates, and furthering disability rights (wholiveslikethispodcast.com).  During the interview, Jason discusses a therapist that took extra time to discover his son’s motivations and preferences, and how that positively impacted speech therapy for their son.  Rachel and Jason also talk about how SLPs can help parents “see the future” in their children’s communication.

Bonus -  For a free AAC Transitions worksheet by TWT's Michaela Ball, visit https://www.teacherspayteachers.com/Product/AAC-Transition-Sheet-4342513

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes - it helps others to find us!

 

Michael Biel: Motivation and How It Can Influence AAC User Engagement

Michael Biel: Motivation and How It Can Influence AAC User Engagement

January 22, 2019

Interested in earning CEU’s for this podcast? Check out the course at bit.ly/twtcorepd!

This week, Chris and Rachel talk about how to engage AAC users, improve their motivation, and why clinicians, not users, should be responsible for creating highly motivating activities. Rachel discusses how to utilize the iPad and augmented reality during therapy to create communication opportunities. The team also describes how to earn CEU’s for the “Talking with Tech” podcast (learn more at bit.ly/twtcorepd)!

In this week’s interview, the TWT team talks with Dr. Michael Biel, Speech-Language Pathologist and professor at California State University, Northridge. Dr. Biel describes how he became interested in motivation for rehabilitation and how he can create treatment opportunities that engage clients and motivate them to persist in their efforts over time.

Next, Dr. Biel discusses Self-Determination Theory and how it applies to therapy. He also discusses how therapists can help motivate a client to make lasting changes to their behavior (e.g., changing how we ask a client what they want to accomplish in therapy). Dr. Biel discusses how to create an environment with clients where they feel they can be honest and genuine without repercussions or judgment. Dr. Biel then addresses the question of “How do I motivate my student when my student doesn’t seem to be motivated by anything?” The terms intrinsic and extrinsic motivation are defined and discussed, as well as the difference between engagement and empowerment. Respecting the autonomy of others is mentioned as a culminating point.

Russell Cross of PRC: How Combining Core Words Into “Phrasal Verbs” Can Boost Your Client’s Vocabulary

Russell Cross of PRC: How Combining Core Words Into “Phrasal Verbs” Can Boost Your Client’s Vocabulary

January 15, 2019

This week, the TWT team interviews Russell Cross of the Prentke Romich Company! Russell is one of the authors of the Unity language system that’s been embedded in all PRC devices since 1996 and has spent over 30 years working in the field of AAC!

Before the interview, Rachel and Chris discuss two of the important ideas covered in the interview: "phrasal verbs" and "key words". Phrasal verbs are essentially combinations of verbs with small words that, in combination, mean something new (e.g., "get up," means something very different than "get"). Chris and Rachel discuss how a "core word of the week" approach doesn't usually emphasize combined words, and how explicit instruction on combining core words AAC users already know can be a great way to build more vocabulary.

Rachel and Chris also talk about "key words", another idea discussed by Russell in the interview. "Key words" are the core and fringe words that are important to a particular person at a particular time. For example, "Santa" is a word that may only be important for a particular time of year, and the name of a person's dog is usually more important to the owner. Teaching key words may help build functional vocabulary in a more personalized and motivating way.

Rachel shares her experiences in the schools recently, including her efforts to find time to teach core words, her challenges with "pushing in" to classrooms for therapy, and the impact of teacher and aide turnover in the classroom. Chris and Rachel discuss the importance of finding small opportunities in the school day to teach core words, and how "finding time in between the lesson" can provide for more language learning opportunities without removing any other instruction.

Next, Chris talks with Russell Cross about phrasal verbs, key words, and his experiences  at PRC, including helping to develop the Unity language system. First, Russell shares about why the biggest cost of an AAC solution is almost always going to be the costs related to learning the device and help with implementation, not the cost of the device itself. Even if you provide a device to a student, they will not usually learn it without help and instruction. Second, Russell and Chris talk more in-depth about phrasal verbs and how they can be used to boost vocabulary. Finally, Russell discusses the concept of “key words” and why they can be so useful and motivating in vocabulary development!

Links:

 Phrasal Verbs: Usage and Acquisition By Emilie Riguel: http://bit.ly/phrasalverbsacquisitionresearch

 28 ways to Boost your Client’s Vocabulary by Speech Dudes: https://speechdudes.wordpress.com/tag/phrasal-verb/

 

Why Presuming Potential Matters + Interviews from ASHA with Bill Binko, Cindy Halloran, Heidi LoStracco, Sarah Wilds, and Brian Whitmer

Why Presuming Potential Matters + Interviews from ASHA with Bill Binko, Cindy Halloran, Heidi LoStracco, Sarah Wilds, and Brian Whitmer

January 8, 2019

This week, Rachel and Chris discuss the recent article in the ASHA Leader, “The Pitfalls of Presumption” by Katie O’Neil and Rebecca McCarthy. They agree with some ideas in the article, including the importance a well-planned assessment and implementation. They talk about why the phrase “presuming competence” can be confusing, and why they both prefer the phrase “presume potential.” Chris and Rachel go on to share some of their concerns about this article being misused by some clinicians to defend their role as "gatekeeper." If not read carefully, the article seems to advocate a process where clinicians decide who is, and who is not, allowed to receive training on a robust language system. Chris and Rachel go on to discuss why they presume their clients have the potential for robust language systems until proven otherwise, and why they think others should too.

 

Following this, we share Rachel’s interviews from ASHA with Bill Binko, Cindy Halloran from LAMP Words for Life, Heidi LoStracco of Speak for Yourself, Sarah Wilds of PRC-Saltillo, and Brian Whitmer of Cough Drop!

 

First, Bill Binko talks about Lesson Pix, a resource for creating custom learning materials for classrooms and therapy. He also talks about AT makers, an organization that seeks to introduce the “maker” community to the assistive technology community (e.g. partnering school robotics teams with people with AT needs).

 

Second, Cindy Halloran talks about the new version of LAMP Words for Life with improved support for users with visual impairment.

 

Third, Heidi LoStracco stops by to talk about Speak for Yourself. Rachel and Heidi discuss some of the new updates, how they have tried to make learning the software easier, and a new 30-day trial of the software launching soon.

 

Fourth, Sara Wilds of PRC-Saltillo discusses ExploreAAC.com, a new site that provides an introductory tutorial on AAC for parents, teachers, new clinicians, and anyone else interested in AAC. Areas covered in the tutorial include the meaning of “AAC,” differences between communication and language, and information about PRC & Saltillo devices and services.

 

Fifth, Brian Whitmer stops by and chats about this year’s Cough Drop shirt giveaway, why they think the shirts are a way to start conversations about AAC, and how the Cough Drop team come up with the shirt’s theme every year.

 

Finally, we share Mai Ling Chan’s brief interview with Summer Loehr, winner of the Xceptional Podcast Network contest at ASHA!

 

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

 

Links

 

“The Pitfalls of Presumptions” by Katie O’Neil and Rebecca McCarthy, ASHA Leader (December 2018)  https://leader.pubs.asha.org/doi/full/10.1044/leader.FMP.23122018.10

 

LessonPix: www.lessonpix.com

 

ATMakers: www.facebook.com/groups/ATMakers

 

LAMP Words for Life: www.aacapps.com

 

Explore AAC: www.ExploreAAC.com

 

Cough Drop T-Shirts: https://shop.spreadshirt.com/coughdrop/

 

Small Talks with Dana Nieder, Erin Sheldon, Lindsey Paden Cargill, Eleanor Francis, and Tabi Jones-Wohleber

Small Talks with Dana Nieder, Erin Sheldon, Lindsey Paden Cargill, Eleanor Francis, and Tabi Jones-Wohleber

January 1, 2019

Happy New Year! This week, the TWT team would like to share five “Small Talks”, each 7 minutes or less, that we recorded with TWT guests Dana Nieder, Erin Sheldon, Lindsey Paden Cargill, Eleanor Francis, and Tabi Jones-Wohleber!

In our first Small Talk, Chris chats with Dana Nieder about her 21-day modeling challenge. Dana shares about how she helped people to stay on track with the challenge, gave people new ideas for modeling, and bringing the device along with the family!

Second, Erin Sheldon talks about what she learned listening to feedback from adult users of AAC. This included how to be a better speaking partner with AAC users, why finding out how an AAC user wants to communicate with you is so important, and the need for respecting the privacy of AAC users (e.g., asking permission to use their device, check their message history, etc).

Third, Lindsey Paden Cargill chats about things she does to generate language with students and make learning fun! Helicopter toys, balloons, spin art – Lindsey shares how she uses activities to engage and motivate her students to learn language!

Fourth, Eleanor Francis discusses how her school’s AAC users use the Square app to collect payment for their school’s coffee club! Her students are using the same app as stores use in the community, and the results have been great!

Finally, Tabi Jones-Wohleber talks about “Camp Gizmo”, a summer “camp” where parents, graduate students, and professionals learn hands-on how to help young children with multiple assistive technology needs!

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

Xceptional Podcast Network Holiday Episode

Xceptional Podcast Network Holiday Episode

December 25, 2018

Happy holidays from everyone here at the TWT team!

This week, join Rachel, Chris, Matt Hott of the SpeechScience podcast, and Mai Ling Chan of the Xceptional Leaders podcast as they gather for a special holiday episode!

These four podcast hosts tackle several “behind the scenes” questions about their podcasts, including: What is the hardest thing about being a podcast host? What is the dumbest thing you have said when recording? Why did you say “yes” to starting a podcast? 

We hope you enjoy listening to this episode as much as we enjoyed making it!

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

Curt & Ana Warner: Raising Twin Boys with Severe Autism

Curt & Ana Warner: Raising Twin Boys with Severe Autism

December 18, 2018

This week, the TWT team interviews Curt and Ana Warner! Curt and Ana are authors, presenters and the parents of four children, including two boys with autism.

Before the interview, Chris and Rachel discuss questions that Chris received during a recent assistive technology event, including: How can we hear more success stories from users? Where should we store large backups of AAC devices? Why is feature matching important? They also talk about Joy Zabala’s SETT framework (student, environment, task, tool) and how understanding problems through this framework can lead to more efficient and effective solutions. 

Next, Rachel and Chris sit down for a touching and informative interview with Curt & Ana! Curt is a Former Pro Bowl NFL running back who played for the Seattle Seahawks and Los Angeles Rams. His wife, Ana, has dedicated her life to caring for her family and studying the treatment of autism.

In the interview, Curt & Ana discuss their experience parenting twins with severe autism, how judgment from others was so challenging when their children were young, and how they have stayed together through the ups and downs of parenthood. Curt & Ana share about dealing with complex communication needs, and how difficulty communicating may have caused self-injurious behavior. Finally, Curt & Ana share about the emotional highs and lows of parenting children with autism, and why acceptance and love are so important to them.

Curt & Ana’s book, The Warner Boys: Our Family's Story of Autism and Hope, is available now! For more information, visit bit.ly/thewarnerboys

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes - it helps others to find us!

Live from ASHA Ep. 2: Jenna Rayburn Kirk, Marlene Cummings & Matt Hott

Live from ASHA Ep. 2: Jenna Rayburn Kirk, Marlene Cummings & Matt Hott

December 11, 2018

The TWT team is excited to bring you more interviews from ASHA - this week from Jenna Rayburn Kirk of Speech Room News, Marlene Cummings, and Matt Hott of the SpeechScience Podcast!

Before the interviews, you won’t want to miss Rachel and Chris’s discussion of coordination between school and private SLPs! What happens if there is disagreement about the best AAC solution? Why do we need to communicate and come to agreement about this? How can we collaborate more effectively? How can even parents be a roadblock to collaboration? Rachel and Chris cover solutions you can use right away to help coordinate better with your peers, including scheduling apps and feature matching meetings! They also discuss strategies for getting along with people we disagree with, such as finding something in his or her idea to validate.

Next, Rachel sits down at ASHA with the always entertaining Jenna Rayburn Kirk! Jenna and Rachel have a lively discussion about how ASHA has changed over the past few years, including an increased awareness of bloggers, increased utilization of social media, and more interest in online resources! Jenna also discusses why she thinks Teachers Pay Teachers has become so popular, and why services that provide clinicians with useful research, like The Informed SLP, are so important!

Following Jenna's interview, Rachel interviews Marlene Cummings, AAC specialist from Oakland Schools in Michigan! Marlene discusses why AAC specialists can’t be the “expert” any longer, and why it is so important for us to “share the wealth” of AAC with as many people as we can! Marlene shares a few ideas from her presentation, including supporting professionals directly in the classroom, coordinating teacher-directed vocabulary instruction, and more!

Finally, Matt Hott of the SpeechScience Podcast calls into ASHA to interview Rachel about her favorite parts of ASHA, and what her plans are for ASHA 2020 in Orlando!

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes - it helps others to find us!

Live from ASHA - Jill Senner & Matt Baud and Meredith Poore Harold of The Informed SLP

Live from ASHA - Jill Senner & Matt Baud and Meredith Poore Harold of The Informed SLP

December 4, 2018

This week, the TWT team presents three live interviews from ASHA with Jill Senner & Matt Baud, Meredith Poore Harold of The Informed SLP, and TWT listener Ashley!

 

Before the interviews, Rachel and Chris talk about all the great things that happened during Rachel's time speaking, connecting, and learning at ASHA 2018!

 

Next, we hear from Rachel’s interview at ASHA with Jill Senner & Matt Baud! They briefly discuss Jill & Matt’s talk on parent instruction and partner-augmented input with Kathleen Post, including the importance of pre-testing with video, why we need to move to a collaboration model, and things to get the ball rolling with AAC as a school-based SLP. Jill & Matt were kind enough to share the handouts from ASHA at www.talcaac.com!

 

For the second of Rachel’s interviews from ASHA, we hear from Meredith Poore Harold, owner of The Informed SLP! She talks about how The Informed SLP (theinformedslp.com) takes journal articles relevant to clinical practice and discusses why the article is important to know about and what the findings were. Meredith also teases a post on her site that details how to get a lot of different academic journal articles for free!  

 

Finally, Ashley, an awesome TWT listener, asks Rachel some questions about AAC! These questions include when to incorporate core words on a new AAC user’s device, when “quick fire” phrases are (and are not) a good idea, and when we should introduce more grammatical morphemes as we model and recast!

 

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

Erin Sheldon: Effective AAC Strategies for Students with Cortical Visual Impairment

Erin Sheldon: Effective AAC Strategies for Students with Cortical Visual Impairment

November 27, 2018

This week, the TWT team interviews Erin Sheldon, literacy and language development specialist for AssistiveWare and school inclusion consultant! Erin shares from her experiences working with visually-impaired AAC users, both professionally and as the parent of a teenager diagnosed with autism and Angelman Syndrome.

 

Before the interview, Rachel and Chris discuss some of their experiences with visual impairments and AAC, including teaching a student with CVI to communicate with visual & auditory scanning, using high-contrast images on AAC, teaching literacy using braille stickers, and the importance of AAC modeling with visually-impaired students!

 

Next, Erin shares about her daughter’s CVI, an impairment of the brain’s ability to process visual information. She discusses how they have taught her daughter to use a modified PODD system, and why it has been important that they have always presumed competence.  Erin also shares about:

 

1. Why we “can’t hold a student’s language hostage to their vision” when implementing AAC.

2. Why moving to AAC more quickly can be very beneficial to language development, because children with CVI may understand symbols better than photographs.

3. What partner assisted scanning is, why it is so important for some users, and how it can help build a language foundation faster than when communication is only verbal.

4. What verbal referencing is, and why verbalizing what you understood from a person’s behavior can help improve language development.

5. Why making grids with too few icons OR too many icons can cause students with CVI to plateau.

6. Why we need to look what someone with can access, not just what he or she can see.

7. How to take advantage of colors that are easier to visually identify for some people with CVI, and how mentioning coloring during modeling can help the child connect the color and the icon.

8. How visually-distinct, high-contrast symbols can be effective for students with CVI.

9. Why maintaining the motor plan and icon location is so important for AAC users with CVI.

 

We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

 

For more links, information, and resources from this episode, visit our podcast page at bit.ly/twtpodcast

Adrienne: Using Sign Language & AAC to Support Language

Adrienne: Using Sign Language & AAC to Support Language

November 20, 2018

This week, TWT interviews Adrienne of “Learn with Adrienne”, an SLP who specializes in early intervention. Through online videos, she has taught thousands of people how to use sign language to support a child’s language development.  She and Rachel discuss several topics, including how sign language and high-tech AAC can be used as part of a multi-modal approach!

 

Before the interview, Chris and Rachel talk about motivation and why it is such an important part of any intervention. Rachel shares a personal story about a difficult conversation she had with a peer, and why it is important not to be too hard on ourselves when there is a breakdown in communication. Rachel also talks about why we should “inspire not require” our students to communicate, and why placing repeated demands can be so disruptive to progress. Finally, Chris asks why we can't have an AAC course in high school or college - maybe even one that satisfies a language credit!

 

Next, Rachel interviews Adrienne! They discuss:

1) How Adrienne became interested in early intervention and sign language,

2) How research indicates that learning sign language doesn’t limit spoken language growth,

3) Why teaching sign language can help a child receive more positive feedback,

4) Why it can be helpful to teach students more than one communication modality - e.g., teach both sign language and high-tech AAC devices as needed, and

5) How we should receive an approximation of a sign when a child has their own way signing something!

 

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