This week, the TWT team presents Part 2 of Chris and Rachel’s coaching call with Anya Ashouri, an SLP and AT Specialist for a Non-Public School. In this half of the coaching call, Chris, Rachel, and Anya discuss how to decide what the next AT strategy to work on with students will be, the benefits of providing visual supports to everyone all over the school, how to monitor the quality of implementation in the classroom, and how to get students more excited about the writing and editing process. 

Before the interview, Chris and Rachel discuss a question from Luke about supporting AAC users who primarily use text to communicate (rather than symbols). Rachel touches on how to model AAC using text, when a typing-only system (e.g. Proloquo4Text) would be more appropriate than symbols + text, and how to encourage modeling AAC for a family when parents understand the child’s speech but it is difficult for others to understand.

🔑 When you are assessing a child with complex communication needs who has strengths in the area of writing, look at the complexity of the AAC user’s utterances - if there is low MLU and simplistic sentences, consider including symbols along with the keyboard to support language growth and modeling.

🔑 If a child wants to type messages more than use symbols, but they still have growth to make in learning vocabulary, consider a hybrid  like TouchChat with WordPower80 that includes a keyboard and symbols. That will allow you to teach new vocabulary while using a keyboard at the same time.

🔑 When you are considering what kinds of supports you want to target on in the area of AT, consider the strategies that will make the biggest difference, and not just the tools that are needed. For example, making “modeling” a targeted strategy rather than making “high tech AAC” a target allows you to implement a strategy that can be used by all students, not just AAC users.

To listen to last week’s episode, visit talkingwithtech.org/episodes/anya-ashouri

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