AACtion
Examples of making an Aided Language Immersion Environment
*Click >AACtion! to see a video example*
*Click >AACtion! to see a video example*
No-TechThe above picture is a display of the classroom whiteboard. The visuals are based on the Pixon Project. Information on this board is used to model during instruction as well as when addressing expected/unexpected behaviors.
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Low-TechThis picture is displayed on a wall where students can select an activity during the leisure times of the school day. Options are stored in the envelope for controlled arrays. The box mounted on bottom right side of the picture secures a single voice output device for students to conventionally communicate the message "I want to do something fun!" The function of language supported with this system is requesting. >AACtion!
The above picture also shows another opportunity for students to communicate. Jobs are depicted on the left, and options are stored in the envelope for a controlled array of choices. The message states on the voice output device states "It's time to do some work." These systems are designed to bridge no-tech and low-tech to provide access to conventional communication. The function of language supported is requesting. >AACtion!
A duel-message switch is mounted to the inside of the classroom door. Messages are recorded that say "Come on." and "Let's go!" Students are given a simple and effective method for learning how to combine units of language to direct the actions of others. >AACtion!
The switch in the above picture supports the function of language for requesting. The message is "I want the iPad." >AACtion!
The above picture is between two locations that students may need adult assistance. The duel message switch supports functions of language to direct the actions of others and makes requests. The messages state "Hey, come here!" and "I need your help." This system also allows for combining units of language. >AACtion!
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Mid-TechThe above device allows for highly individualized communication with a student. Modeling is provided on each student's specific device using language personalized to the student. A high focus is on core vocabulary to serve all functions of language.
This RFID (radio frequency identification system) is used to support students who need concrete objects when communicating. Conventional communication is provided through a voice output device that reads the RFID tags aloud. This system serves as a bridge across concrete, abstract and conventional communication modes.
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Instructional Supports~
The Following video demonstrates an example of integrating Turn-Taking-Shared Reading and Teaching Multi-Symbol Messages Strategies:
Aided Language Modeling Resources:
5 Ideas for Making Large Communication Displays
10 Things to Do in Using Focused Language
AAC Card
AAC and Aided Language Stimulation
AAC: Systemic Change for Individual Success
AAC Teaching
AAC Teamwork: Encouraging Others
A PRAACtical Look at PODD
Aided Language Input
Aided Language Stimulation
Aided Language Stimulation Explain by Christopher Bugaj
Aided Language Stimulation Explained
Aided Language Stimulation handout
Classroom CORE Book
Core Vocabulary
Communication Connection for Children with Autism
Decorating AAC Style
Engineering Environments to Support AAC
How I Do It by Rachael Langley
*Increase Input to Increase Output
Learning like Rudy - Shows Need for Language Stimulation
Language Facilitation Strategies
Making AAC Happen in the Classroom
Positive Communication Environment
Secret Password
Supporting Language and Communication Through Classroom Engineering
Teacher Modeling
*Teaching Strategies - Modeling in Everyday Activities
5 Ideas for Making Large Communication Displays
10 Things to Do in Using Focused Language
AAC Card
AAC and Aided Language Stimulation
AAC: Systemic Change for Individual Success
AAC Teaching
AAC Teamwork: Encouraging Others
A PRAACtical Look at PODD
Aided Language Input
Aided Language Stimulation
Aided Language Stimulation Explain by Christopher Bugaj
Aided Language Stimulation Explained
Aided Language Stimulation handout
Classroom CORE Book
Core Vocabulary
Communication Connection for Children with Autism
Decorating AAC Style
Engineering Environments to Support AAC
How I Do It by Rachael Langley
*Increase Input to Increase Output
Learning like Rudy - Shows Need for Language Stimulation
Language Facilitation Strategies
Making AAC Happen in the Classroom
Positive Communication Environment
Secret Password
Supporting Language and Communication Through Classroom Engineering
Teacher Modeling
*Teaching Strategies - Modeling in Everyday Activities