Regular Communication with Others

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Data Keeping on Overlay Copies

This month's tip comes from speech/language pathologists Lori Tufte and Julie Maro.

Data keeping is a critical component of our decision making processes and provides accountability for the services we deliver.  Over the years, our strategies for tracking how well an individual uses an augmentative communication system have evolved significantly.  Initially, elaborate grids were constructed containing columms to enter target vocabulary and the responses provided.  Response information included columns to check for whether the message was communicated spontaneously, whether cueing was provided (e.g. physical, verbal, flashlight cue - type of flashlight cue), and if the message had been modelled.  The major problem with this form of data collection was it was difficult to quickly scan the form and find where to enter the information.

To solve this problem, we now photocopy the overlay the individual is using and develop a key for recording information directly on the copy of the overlay.  For example, if the message was modelled, an "M" is written in that location.  If it was used spontaneously, a "+" or "S" is entered.  This provides a much more efficient and effective way of collecting objective data in real time.  The other great advantage is we can quickly look at the markings on the overlay and see what vocabulary received heavy emphasis.  From this we can see which messages were not used and may need to be facilitated in future sessions.

Lori has also developed an excellent tool called the "AAC Checklist and Rubric".  Click on the little idea guy to see the form.

February 2000

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March 2000

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This month's tip comes from Caroline Musselwhite

Purpose:  We've suggested bookreading to younger children as one strategy for practicing language / literacy with or without a communication device.  A variation is to present a simple play for younger children (live or videotaped).  It's often hard to find plays that are simple enough for students who are:  a) emergent readers; or b) beginning augmentative communicators.

 One book of plays that you might consider is: 
25 Just-Right Plays for Emergent Readers by Carol Pugliano-Martin (Order from Scholastic Professional Books, 2931 East McCarty Street, Jefferson City, MO  65102, ISBN:  0-590-18945 ($9.95).  These plays include the following features:

• Characters: 1 to 15
• Length of Plays:  These are really "playlets" - none is more than two pages long (large print, double-spaced!)
• Vocabulary:  Includes a number of words that are "core vocabulary" for augmentative communication users (that is, words that they will use in many settings, for many purposes);  the 100 most frequent reading words are very well represented in these passages as well
• Sentence Complexity:  Very simple short sentence patterns are used, but the plays show good sentence fluency (that is, not so predictable that it becomes boring).

Clearly, the role of the Shadow would be an excellent vehicle for practicing word use and collocations such as "I do."  Think of this for your students who are using word-based systems such as:

•  DeltaTalker, Liberator, Vanguard, or PathFinder with Unity software
•  DynaVox or DynaMyte with Gateway software

This month's tip comes from Caroline Musselwhite.

INTRODUCTION 
Researchers agree that students of all ages and reading levels need more opportunities for independent reading and story 
listening (Adams, 1990; Cunningham & Allington, 2000).  This applies to: 
- Emergent Readers:  Remember that typically developing children from literacy-rich homes hear their favorite stories 200 to 
400 times?  But we all work with students who come to school with 2 to 4 or even less story readings.  We know that repeated 
readings are important for children to learn story grammar, begin to predict, learn concepts about print, etc.  So how to fit in 
those extra story listening opportunities at school? 
- Early Readers:  As teachers, therapists, paraprofessionals, we are able to predict which students will struggle to make sense 
of story text, relative to their peers.  In academic subjects, we often pre-teach vocabulary for students.  Why not jump-start 
reading by pre-reading to students?  If you know that a particular student typically begins to "catch on" after five readings, then 
that student should have a JumpStart of 5 (compare this to a golf handicap - what we're doing is leveling the playing field). 
- Fluency Development:  All readers need to develop fluency and automaticity through practice.  Programs such as Drop 
Everything and Read and Self-Sustained Silent Reading acknowledge this need to have opportunities to read texts that have 
been chosen by the student.

BARRIERS TO READING PRACTICE 
For students with disabilities, including AAC users, several barriers must be overcome to provide sufficient opportunities to 
practice reading and/or story listening. 
Appropriate texts:  Where to find text that is age-appropriate and interesting?; 
Access:  This can be a significant barrier to students with physical impairments; 
Logistics:  Even with great materials and physical access, how do we organize the classroom and schedule the TIME for 
repeated readings, whether we're reading to students, or they are reading independently.

TEN TIPS FOR READY READING! 
Finding Reading Materials Tips: 
1)  Use Ready-Made Computerized Storybooks. 
Many storybook sets are now available.  Samples include: 
Living Books (e.g., New Kid on the Block) and others from Mattel (formerly Broderbund), such as the Arthur series (more 
than 10 CDs, from kindergarten up) www.mattelinteractive.com 
RAPS Books (ex: Looking Great) and On My Walk from Special Communications www.aacintervention.com or carmussel@inficad.com 
Start to Finish Series (ex: Rosa Parks, Treasure Island) from Don Johnston (www.donjohnston.com) 
Storytime Series (e.g., Storytime Just for Fun) from www.creative-comm.com 
Sunshine Stories (ex: The Spider) from www.wrightgroup.com 
Top Hat Tales (e.g. Does Your Grandpa Say Galoshes?) from Silver Burdett Ginn 
www.sfaw.com (may need to call to order) 
800-848-9500 x 2

2)  Get Text From Online Libraries. 
Paste the text into screen readers  (ex: ReadPlease - www.readplease.com) or talking word processors (ex: IntelliTalk - 
www.intellitools.com; WriteOutLoud - www.donjohnston.com) 
Where to find text? 
Internet Public Library:  Go to Youth / Reading Zone - great texts with pictures; fables & myths, Story Hour, and more 
www.ipl.org - go to Story Hour 
Project Gutenberg:  An extensive project with e-text that is extremely easy to cut and paste; includes the classics. 
www.gutenberg.net 
For more e-text books, link to Richard Wanderman's site, e-text books 
www.ldresources.com

3)   Use Song Lyrics or Poetry. 
These provide motivating text for adolescents and teens.  The rhythm, rhyme, and repetition inherent in many songs and poems 
can support emerging literacy.  Sample websites include: 
Lyrics: 
http://www.capital.net/~orange/songs.htm 
http://www.risa.co.uk/sla 
http://hiphopraplyrics.com 
Poetry: 
www.poetryalive.com 
www.gigglepoetry.com

4)  Create Your Own Computerized Storybooks 
Use authoring software such as: 
IntelliPics - www.intellitools.com 
HyperStudio - www.hyperstudio.com 
Scan 'n Read - www.switchintime.com (note currently available only for Mac)

ACCESS TIPS: 
5) Use Color-Coded Overlays 
This idea, from Linda Burkhart, provides a very quick overlay for a variety of communication devices (e.g., Cheap Talk 8 from 
Enabling Devices - www.enablingdevices.com; TechTalk from Mayer Johnson - www.mayerjohnson.com; Macaw from Zygo 
- www.zygo.com) and alternate keyboards (e.g., Discover Keyboard from Don Johnston - www.donjohnston.com; IntelliKeys 
from IntlelliTools - www.intellitools.com).  Place one colored Post-It on each cell of the device / keyboard, and program the 
text for one page into that cell.  Then place the matching colored PostIt onto the book page - voila, by simply matching colors, 
the student heard the story text!  See exact directions for creating color-coded overlays at in Linda's book, Total Augmentative 
Communication for the Early Childhood Classroom (www.lburkhart.com).

6)  Use the Brookstone Talking Photo Album 
This new off-the shelf device (#232645) can be quickly set up to record and play back a story, while looking at the pages.  This 
$45 album has 10 pages, and 10 corresponding buttons, with 19 seconds of recordable memory on each button.  It includes an 
on/off button and a locking feature to avoid accidental recordings.  You'll find many other uses for it!

7)  Use the BookTalker!! 
This new communication device / literacy tool has automatic level changing!  Each of the six levels consists of two pages of 24 
messages each (12 pages - 288 messages).  It's great for programming storybooks - aacintervention will be offering tips and 
overlays for this exciting new device.  www.frame-tech.com

LOGISTICS TIPS: 
8) Time, Where Will I Find the Time? 
Get peer partners to help you build files of books in keyboarding class!  For example, Put Overlay Maker software 
(www.intellitools.com) on one computer in the lab.  When a student finishes her boring keyboarding practice, she gets to do 
authentic keyboarding: 
- Open the 9-Hole Overlay Maker Template 
- Enter the story title & author into cell 1 
- Enter pages 1-8 in the remaining 8 cells 
- Tip: First add + to all 9 cells 
Now students can use the color-coded overlays described in # 5 to access a range of storybooks.  Text will be sent to a talking 
word processor, such as IntelliTalk or WriteOutLoud.

9) Who Has Time To Read? 
Have older students who are struggling readers or beginning augmentative communication device users read to younger 
students.  This is a win-win, as the older students get to read material that is easy but authentic, and the younger students get 
more opportunities for story listening.

10)  Story Monitor 
All of the stories on software are only electronic coasters if there is no strategy for making time to access them!  And the story 
symbol displays are only Mayer Johnson Wallpaper if we don't use them!  One idea is to assign an individual in the classroom to 
set up the computer first thing in the morning, at Computer Center time, after lunch, at the end of the day, and generally to look 
for "sponge times" where stories can be available.  Use the "story folder" strategy described at aacintervention.com (link to 
Read - Making Stories of the Week Folders). Similarly, one person can be assigned to record the story on a device, on the 
Talking Photo Album, etc. for Storytime, then place it in the Story Center after for re-reading.

This month's tip comes from Caroline Musselwhite.

We know lots of you have been saying "Surely it can't be time for school to start again ALREADY!"  We share your amazement, and add "Surely it can't be time for the September Tip ALREADY!"

Well, the calendar says it is, so here's our monthly information:

The long-awaited report from the National Reading Panel is out and available at no cost.  Three versions of the report are available: 
1.  Report of the National Reading Panel:  Teaching Children to Read - this 33 page summary is succinct and highly readable.

2.  Report of the National Reading Panel:  Teaching Children To Read:  Reports of the Subgroups - this complete 480 page report details the findings for the subgroups.  Those subgroups include:

• Alphabetic
  • Phonemic Awareness Instruction
  • Phonics Instruction
• Fluency
• Comprehension
  • Vocabulary Instruction
  • Text Comprehension
  • Teacher Preparation and Comprehension Strategies Instruction
• Teacher Education and Reading Instruction
• Computer Technology and Reading Instruction

How can you get a free copy of this information? 
1)  Call toll-free:  1-800-370-2943 
2)  Visit their website and either download the information directly, of fill out an online order form to request a free copy of all three publications 
http://www.nichd.nih.gov/publications/pubskey.cfm?from=nrp

3)  E-mail them at NICHDClearinghouse@mail.nih.gov

This month's tip comes from Caroline Musselwhite.

Lennie is a seven year old boy in an inclusive second grade.  He has severe developmental apraxia, but lots to say, he lives with frustration.  His teacher points out to the therapist that she and the other students can often understand him if they know what he's talking about.  The therapist decides to give Initial Letter Cueing a try - with this approach, Lennie will point to the first letter of each word that he says, and the partner will confirm it before he goes on.  Lennie is also struggling with reading, including letter recognition.  By the end of the year, his initial letter cueing abilities have mushroomed, making his speech more intelligible, and he can now predict the first letter of words accurately!

What Is Initial Letter Cueing? 
This is an alphabet supplementation approach intended for people whose speech is currently difficult to understand, but who would be more intelligible if the speaker indicates (e.g., by pointing) the first letter of each word s/he says.  The strategy was first described and explored by Beukelman and Yorkston (1977).  This is a truly augmentative system, as the user must speak to supplement the initial letter cues.  In addition, the act of indicating one letter per word serves as a self-pacing mechanism, which may enhance intelligibility for some speakers.

Sample Uses 
Initial letter cueing can be used to various extents and for various purposes, such as: 

•  used in all communication attempts, for people with speech that is unintelligible to all listeners; 
•  used in selected situations (e.g., noisy meetings) or with selected listeners who find the speaker difficult to understand; 
•  used only to repair communication breakdowns.

Who are Candidates for Initial Letter Cueing? 
The following information, derived from Beukelman, Yorkston, & Dowden, (1985, p. 121) helps sort out the characteristics of two groups who could benefit from initial letter cueing, types of populations that might show those characteristics, and why the letter cueing might help in each situation.

Individuals whose speaking rate is more rapid than their level of motor control and coordination will support many persons with Parkinson's disease individuals with an ataxic speech pattern characterized by poor coordination of the complex series of movements required for speech

Pacing System:  speaking rate is slowed as the speaker finds and points to the target letter  Individuals with such imprecise articulatory movements that they are not understood by their partners persons with severe flaccid or spastic dysarthria

Alphabet Supplementation System:  the listener is provided with extra information, necessary to enhance intelligibility

Specific Criteria for Initial Letter Cueing 
1)  High motivation to communicate 
2)  Speech that is unintelligible, at least to some listeners, but does have these characteristics:

a)  Near-accurate vowel production 
b)  Approximation of normal intonational patterns 
c)  Syllabic integrity (i.e., student produces three syllables for the word "computer" and four syllables for the word "alligator") 
d)  Omission, distortion, or substitution of many initial consonants (or system will not be helpful).

Setup of Letter Cueing Board 
The size, spacing, and range of the board should be determined by asking the user to point to letters on boards varying in overall size, letter size, and letter spacing.  If the person does not currently recognize letters, shapes or small pictures can be substituted.  Physical adaptations may assist in promoting accurate, rapid pointing.

Considerations include: 
1)  Keyguard:  a keyguard may be fabricated and affixed to the board 
2)  Securing display:  board may be attached securely to the display surface 
3)  Angle of Display:  consider mounting the board on an easel (see Musselwhite & Hanser, 1999a, b). 
4)  Accessing cells:  a pointer might be helpful with suggestions provided by the occupational therapist.  Examples are: 
-T-stick (purchased, created from a 2" and a 4" length of gluestick, hot glued together) 
-  dowel attached to wrist cuff, etc. 
5)  Protective Covering:  paper displays can be laminated (consider glare factors!) or a Plexiglas cover can be affixed to a more solid display 
6)  Multiple Displays:  these may be exact duplicates used in home /school / work settings, or modifications used for various purposes (e.g., a user with good fine motor skills might carry a handkerchief with letters written in indelible ink - this can be used only to help repair communication breakdowns. 
7)  Portability:  if the display must be carried, provision should be made, such as a shoulder bag or a hip pack.

Assessment for Initial Letter Cueing Potential 
Goossens,C & Crain (1985) have developed an Initial Letter Cueing test that may help to determine if the strategy will be helpful.  Their assessment is especially useful for individuals who will have to be taught to point to first letters.

References: 
Beukelman, D. & Yorkston, K.  (1977).  A communication system for severely dysarthric individuals with an intact language system.  Journal of Speech and Hearing Disorders, 1977, 42, 265-70.

Beukelman, D., Yorkston, K., & Dowden, P.  (1985).  Communication Augmentation:  A casebook of clinical management.  San Diego:  College-Hill Press.

Goossens, C. & Crain, S.  (1985).  Augmentative Communication:  Assessment Resource.  Volo, IL:  Don Johnston:  www.donjohnston.com.

Musselwhite, C. & Hanser, G.  (1999a).  R.E.A.D.!  Really Easy Activitities for Do It Yourselfers!   Special  Communications, 916 West, Castillo Drive, Litchfield Park, AZ  85340.  See Products Section for Ordering Info

Musselwhite, C. & Hanser, G.  (1999b).  W.R.I.T.E.!  Writing with Really Innovative Tools for Everyone.  Special  Communications, 916 West Castillo Drive, Litchfield Park, AZ  85340.   See Products Section for Ordering Info.

This month's tip comes from Lori Tufte.

Creating communication boards and symbols is a time-consuming task.  This can be even more daunting when working with a group of students who have a wide range of abilities.  This idea will allow you to create boards with the maximum number of symbols in mind.  Arrays with fewer symbols can be created on the spot by following the "velcro rule".  Fuzzy velcro is attached to surfaces the students can touch.  Hook velcro goes on the backs of symbols.

Here is what it looks like:

How is it done? 
1)  Create your communication board. 
2)  Print two copies. 
3)  Place one copy in a clear plastic pocket protector. 
4)  Position fuzzy velcro on the pocket protector over the symbol. 
5)  Attach hook velcro to the backs of the symbols such that the symbols match the ones in the book.

Application Ideas

• Use the symbols on velcro sensitive boards, easels and/or choice board for communication, reading and writing activities
• In the above example, symbols for "Our Pumpkin Book" (from Creative Teaching Press) are used to assist the students in creating slot-filler sentences.  The black easel board contains the following symbols:  We,  (fill-in-the-blank space), our, pumpkin.  The choice board has:  measure, weigh, cut.
• This is a great way to organize your symbols and keep them from activity to activity, year to year.