Talking With Tech AAC Podcast

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.

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.

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/

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/

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!

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!

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!

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!

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!

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

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!

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!