|Example of AAC modeling|
One such concept that bubbled to the surface today was adult modeling the use of an AAC device. I personally know that most young AAC users don't know how to use much of the core vocabulary on even a simple device, or even simpler--a communication board. These concepts need modeled by the adult using the same device in structured therapy. With any language or communication system, a client needs to see the use in action.
I'm certainly not the first to blog about AAC modeling. One of my very favorite blogs (Praactical AAC) has a collection of insights and tips about this. I sent my graduate intern to this site, and hopefully he will look at this and then do a little further research. A good supervisor is often a teacher, and a facilitator...... a guide to an intern so that he or she can then find their own answers. I don't have all the answers, and I'll be the first to admit that.
Anyway, here is a a great blog entry by Praactical AAC with links to examples and research.
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It's a good starting point, and interested SLPs or teachers can then go further to explore evidence-based practice on using augmentative communication in the classroom.
My parting question is: Let's pretend you were teaching a child to learn a different language (e.g. Japanese). Most teachers would model the Japanese language in some type of functional context. Wouldn't you do the same modeling if a child was learning to use an augmentative communication system?
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