Many kids with expressive language disorders rely on reading rather than using their language skills to describe pictures in a book. When asked to describe a picture scene, children may read the text on the page without fully comprehending the content. Additionally, when children read the text verbatim, they often do not generate novel phrases and sentences to describe the story in their own words. While it is of course critical we address reading skills, wordless picture books are an effective way to target language formulation, which is a skill we may lose sight of as kids are learning to read.

Therapy Themes: Halloween

There’s no doubt that fall is my favorite season and with Halloween just around the corner, I’ve planned a few Halloween-themed therapy sessions. As with all of my therapy theme blog posts, these activities can and should be tailored to every kiddo. I’ve used these activities with many of my elementary school-aged kiddos with language and articulation goals.

Language DevelopmentAnna OllingerOctober 13, 2020Language Development, Resources, Speech Therapy, HalloweenComment

Aided Language Input: Communication Partner Strategies

I introduced aided language input, also referred to as modeling or aided language stimulation, in my last blog post. Aided language input is a strategy in which a communication partner uses a communicator’s Augmentative and Alternative Communication (AAC) system as they talk and interact with the individual. Modeling is the means by which an AAC user learns to use an AAC system.

Today, I’ll be sharing tips to become an effective modeler!

Aided Language Input: What is it & Why is it Important?

Aided language input, also referred to as aided language stimulation or modeling, is a communication partner strategy in which a communication partner activates buttons or points to icons on a communicator’s Augmentative and Alternative Communication (AAC) system as they interact with the individual verbally (Goosens’, Crane, and Elder, 1992). For example, touching the button for “Look” as a communication partner verbally says, “Look at that!”

AAC Vocabulary Selection: Communicating Beyond Requesting

When selecting vocabulary for an emerging Augmentative and Alternative Communication (AAC) user, many individuals first think of words the individual needs to express their wants and needs. On a vocabulary selection inventory, parents may provide an extensive list of their child’s favorite toys and snacks as words to include on their child’s AAC system. While we cannot undermine the importance of words that allow an individual to request, it is essential to consider additional communicative functions (e.g., refusing, commenting, describing, directing actions and attention, asking and answering questions) when selecting vocabulary.

Coffee Corner 4.0

My little corner of the internet to share resources I’ve been enjoying as well as what I’ve been reading, listening to, buying, etc. Sharing my speech and language favorites, especially those pertaining to returning to school in a few weeks!

Coffee CornerAnna OllingerAugust 26, 2020Coffee CornerComment

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