Charting the Cs Conference 2025 AAC & Authentic Communication: Strategies For Implementation In Everyday Emergent Literacy Routines Tina Moreno, M.A. CCC - SLP, ATP About me §SLP specializing in AAC for 15 years §United Cerebral Palsy of Greater Cleveland LeafBridge §Voices4All Private Practice §Member of ASHA, SIG 12 §Assistive Technology Professional through RESNA §Co - founder: Camp ALEC §Vice President, People Who Use AAC and their Families: USSAAC §Mom to adult AAC user --Mateo Communication autonomy §Communication is a human right §The Communication Bill of Rights was constructed by National Joint Committee for the Communication Needs of Persons with Severe Disabilities (NJC) §“All people with a disability of any extent or severity have a basic right to affect, through communication, the conditions of their existence.” §Traditional: NJC Bill of Rights Adapted by Kate Ahern: Bill of Rights with Symbols Video overview: Video Explanation of Bill of Rights Authentic communication §Personally relevant and meaningful §Spontaneous §Reflects own perspective, thoughts and ideas §May be unexpected Aided language stimulation §Aided language stimulation (ALS) is a communication strategy, where a communication partner teaches symbol meaning and models language by combining his or her own verbal input with selection of vocabulary on the Augmentative and Alternative Communication (AAC) system. This is done by simultaneously selecting vocabulary on the AAC system and speaking. There is no expectation of repetition. Attributing meaning with verbal referencing §Acknowledging and shaping early forms of communication such as facial expressions, gestures, vocalizations, eye gaze and behaviors "Say what you see." with eyes “Say what you see.” Rachael Langley, SLP and AAC Consultant Communication device saying "I see you help your friend. YOU HELP." I see you help your friend. YOU HELP. Attributing meaning –Let’s practice Two kids playing Proloquo2Go manual communication board Motivate §Key to authentic communication §Reinforcement inventory §Interesting, fun, engaging, personally meaningful! Use existing routines Grid of classroom routines and communication opportunities Tools for embedding communication into routines Saltillo's Choosing Vocab Activity First Saltillo's Choosing Vocab Activity First Assistiveware Core Classroom Assistiveware Core Classroom AAC Coach AAC Coach Descriptive teaching model §Circumlocution - The use of many words where fewer would do, especially in a deliberate attempt to be vague or evasive . §Descriptive Teaching (Gail Van Tatenhove) - A strategy that is naturally used by classroom teachers around the world. When a teacher describes (or defines) lesson - specific words using common, everyday words, that teacher is doing descriptive teaching. When you can't find a word, describe it! LAMP communication board What is prompting? Definition: The action of saying something to persuade, encourage, or remind someone to say or do something. Inspiring vs. requiring Green always start here Always start here Yellow use caution only if needed Use caution, only if needed Red, most restirvtive Most restrictive, directive AAC Prompting Hierarchy by Rachael Langley. Lists 8 levels of prompting from least restrictive at the top -- beginning with expectant pause -- to physical assistance at the bottom. Teaching vs. training “If I’m prompting, I’m trying to get the kid to say what I expect them to say. That’s training, not teaching.” Dr. Karen Erickson Communication vs. Compliance Typical roadblocks AAC users often get stuck at the following: 1.Requesting 2.Answering questions Beyond requesting and responding Tell jokes Recall prior experience Tell story Ask question Demonstrate emotions Express future goals Request adult to act Make choices Request to leave Display affection Curse Get attention/call someone Request help Protest/reject Greet Name/label Sustain interaction Comment Express opinion Express ideas Share information Good morning. Hey friend! Do me a solidMondays are the worst.It’s a dog. That’s DISGUSTING! I know what we can do. $%$! Literacy is critical §Until AAC users can spell, they rely on others to decide which words to include on their communication system. §Only the 26 letters of the alphabet provide unlimited means of communication. §Spelling fills in lexical gaps (names of people, places, books, film titles, products and other words). AAC device above hospital bed Oral & written language development Expressive Language/Speaking Reading Writing (Koppenhaver, Coleman, Kalman & Yoder, 1991 adapted from Teale & Sulzby, 1989) Receptive Language/Listening Oral reading is not essential § Oral reading fluency is not our goal §Reading proficiency = silent reading with comprehension Who are emergent literacy learners? If the answer is NO toany of the questions below, the student is emergent in their understandings of reading and writing: qKnow most of the letters most of the time? qEngage actively during shared reading? qHave a means of communication and interaction? qUnderstand that writing involves letters and words? Components of emergent literacy instruction §Shared Reading §Predictable Chart Writing §Alphabet & Phonological Awareness §Independent Writing (with access to full alphabet) §Self - Directed Reading §Symbol-based Communication (with few exceptions) Comprehensive Literacy for All text Structured shared reading §Benefits of shared reading: §Encourage interaction §Engage learners and cultivate enjoyment of reading §Support communication and allow students to lead interaction §Attribute meaning to text §Demonstrate connection between language and print §Build literacy skills and grow vocabulary §Encourage critical thinking §Help develop fluency as students learn rhythm, intonation and punctuation §Follow The C – A – R §COMMENT STOP and wait 10 - 15 seconds §ASK for or invite participation STOP and wait 10 - 15 seconds §RESPOND by repeating and adding more §Encourage communication §Attribute meaning §Model using core words Structured shared reading example Monarch Reader Book GOOD dog (wait) [no response from student] WHAT are you thinking? (wait) [student points to dog] Yes, YOU SEE dog I SEE dog too I LIKE dogs [student reaches to turn page] Let’s OPEN IT www.monarchreader.com §Maximize interaction of students and use of core §Repeated reading of text is beneficial §Plan sets of comments for 3 - 4 readings of same book §Repetition increases interest and participation §Keep comments short: 1-2 word combinations §Select short books that hold interest Structured shared reading with post its Monarch Reader Book www.monarchreader.com post it notes Predictable chart writing Multi - step group activity that teaches: §Communication (using core vocabulary for AAC users) §Concepts about print §Interacting and communicating around a joint activity §Word identification §Writing elements such as spelling, capitalization and punctuation Predictable chart writing -write the chart §Teacher selects a motivating, familiar topic §Teacher selects sentence stem using core words §Provide options/choices for increasing interest/engagement §Talk about letters and words as you write §Model discussion about the chart I can . I like eating . We will go to . We are good at . Predictable chart writing –Write the chart Predictable Chart Predictable chart writing –Work the chart §Helps student focus on specific elements of the text §Re - read the chart while emphasizing the words in the sentence stem §Model what reading fluently sounds like §Have students take turn leading the group reading word by word §Give the “leader reader” a pointer or wand to highlight word by word §Re - read the chart multiple times §Analyze each sentence, talk about similarities and differences (using core words) Predictable chart writing –Sentence strips §Teacher gives each student a sentence strip with their own sentence §Encourage student to read sentence on own §If child can’t read it, adult reads it Predictable chart writing –Sentence strips continued Sentence strips §Students cut apart word strip; use partner - assisted scanning if needed §Give students time to try to do it as independently as possible [but have a spare!] §If needed, pull out duplicate sentence strip and model process, word by word, for student §Objective: Help student develop concept of word Predictable chart writing –Sentence strips §Mix up words and ask student to arrange them to re - create sentence §Read while pointing to each word and ask, “How does that sound?” §Refer to the chart for comparison and ask, “Does that sound the same as your sentence? §Encourage student to repeat process until it’s correct §Use partner - assisted scanning, if needed §If student is unable to re-create sentence, guide him/her to do it word by word Predictable chart writing – Sentence strips cut Cut apart sentence strips Predictable chart writing –Sentence strips moved moved around sentence strip Predictable chart writing –Sentence strips together sentence strip placed together Predictable chart writing –Be the sentence! §Write individual words of full sheets of paper §Give each student a word §Encourage students to move around to re - create sentences §Refer back to the chart and ask, “Does that sound the same?” §Model how to say sentences using core vocabulary §Encourage spectators to chime in the word see on paper see Predictable chart writing –Write the book §Getting published is a HUGE motivator §Make a paper book or use apps like Book Creator or Pictello §Share at https:// monarchreader.com to get published §Create a library of high interest, easy - to - ready books §Send books home for students to read with their families Book pages With Book Creator app Alphabet knowledge & phonological awareness §Children can learn symbols we teach them §Children don’t have to understand concrete symbols before we introduce abstract symbols §Language, reading and writing all develop at the same time §Alphabet Knowledge: §Recognize 26 upper and 26 lower case letters §Understand pairings of upper and lower case letters §Names of letters §Letter sounds §Make or select letters for writing §Phonological Awareness: §Identify and manipulate words and sounds in spoken language §Hear differences §Between words (he/she) §Between syllables and parts of words §Words that begin with same/different sound §Words that end with the same/different sounds Explicit alphabet instruction §Distributed instruction: A different letter each day §Upper and lower case §Letter - sound relationship §Recognize the letter in context or words and passages §Learn how to write or produce the target letter The Letter ABuilding Bridges Alphabet and Phonological Awareness Lessons Building Bridges “This is the letter a. ” “This is the uppercase letter A.” “This is the lowercase letter a.” “Let’s practice naming this letter. What is this letter?” “Let’s practice saying the sound this letter represents. The letter a represents the sound /ă/. Say /ă/ with me.” *short a axe Axe “Axe begins with the sound /ă /, axe.” a x e Axe Turtle “Let’s stretch the sounds then blend them together.” act Two actors on a set with a producer and film crew “Act begins with the sound /ă /, act.” a c t Two actors on a set with a producer and film crew Turtle “Let’s stretch the sounds then blend them together.” ask Girl raising her hand to ask a question “Ask begins with the sound /ă /, ask.” a s k Turtle Girl raising her hand to ask a question “Let’s stretch the sounds then blend them together.” “Now, let’s look for the letter a in a story.” Angie looked at the apple. The ant looked at the apple. The apple looked good. Girls with magnifying glass looking at an apple while an ant looks on. “Let me show you how to write the letter a.” 123 Upper case A with three arrows showing pencil marks to write the letter pencil How to write A Lowercase letter a with pencil strokes marked to write it. Pencil keyboard Full qwerty keyboard with the letter A highlighted Print alphabet flip chart Print alphabet flip chart with the letters A to D Print alphabet flip chart with the letters A to D Finger pointing at the letter a Color coded eye gaze frame with full alphabet Color coded eye gaze frame with full alphabet Eyeballs in glasses looking at bottom left corner Color coded eye gaze frame with full alphabet Eyeballs in glasses looking at bottom left corner A a Girl raising her hand to ask a question Axe Two actors on a set with a producer and film crew ©2023 Center for Literacy and Disability Studies, Department of Health Sciences, UNC at Chapel Hill Building Bridges Logo Building Bridges | www.buildingbridges-ela.com | draft date: 03/10/2023 This document was produced under a grant from the U.S. Department of Education, Office of Special Education Programs Grant (H327S190005). The views expressed herein do not necessarily represent the positions or policies of the Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this publication is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. PBIS.org | Home Department of Health Sciences CLDS logo Embedded instruction Alphabet books §Point out letters, letter sounds §Make connections to core words monarch reader book page monarch reader book page monarch reader book page https://monarchreader.com Environmental print §Point out letters, letter sounds §Make connections to core words §Look for: §Signs §Menus §Schedules §Products Recycle signage Juice container Classroom rules chart Play with letters and sounds (alphabet cards) §Matching §Go Fish §Bingo A for Apple Flash Cards Bingo board Made with www.lessonpix.com More embedded instruction Student names Sign In §Sign attendance sheet each morning §Vote or answer daily class questions §Sign name to pick lunch options §Avoid copying, tracing or using name stamps §Use core words to talk about letters and names (he/she, same, different) More on alphabet knowledge & phonological awareness §Students need access to all letters all the time during literacy activities §Integrate core vocabulary into all alphabet and phonological awareness activities Independent writing §Learning to write provides unlimited expression §Symbols get students started communicating, but that’s just the beginning §Only the 26 letters of the alphabet support unlimited expression §Don’t need to know every letter to start writing §Emphasis on writing is about communication §Writing topics must be interesting §Adult offers topics for students to select from: oFamiliar photos or objects oFavorite activities or past experiences oPast or future fieldtrips, holidays or events oPersonally meaningful topic that is motivating oEasier to us to attribute meaning to emergent text when context is known §Talk about selected topic using core vocabulary §Write Independent writing Seal, Antarctica, Nature, Wildlife, Wild I went to the camping up and down swing seal seal happy smgcld Giving feedback to emergent writersLess Useful You wrote a lot of letters. Let me know you how to spell . Nice writing! Great kindergarten writing! More Useful I love what you wrote about . Tell me more. You are an expert on . Write more. What wonderful writing about . Tell us more and then we’ll publish it. I could take (one of the child’s letters) and write (a word beginning with that letter. Writing with alternative pencils §In order to develop literacy skills, learners must have access to the full alphabet no matter the understanding they appear to have about print. §An alternative pencil is anything that gives an individual access to the 26 letters of the alphabet. §Alternative pencils can be used with individuals who are emerging writers and those who have conventional literacy skills. Tools for independent writing §Everyone needs access to all 26 letters §Everyone needs a pencil Felt letters letter crackers letter tiles Letter tool hands typing Manual spelling board on white paper in letters presented in alphabetic order. Letter flip chart adhered above tablet of lined paper on clipboard. Colorful eye gaze spelling system with letters of the alphabet cluster in alphabetic order in groups of 5-6. Yellow Big Mack one-message AAC device with quote bubble: That's the one. That’s the one! https://www.med.unc.edu/ahs/clds/alternative-pencils/ Independent reading Why?!?!?!? §Provides choices and practice making choices §Offer widest possible variety §Age respectful and ability appropriate §Provides context for teaching communication by demonstrating use of core vocabulary through aided language input boy reading on computer to adult Selecting books •Adult: I SEE you picked a book •Camper: [tosses book aside] •Adult: NOT that one •Camper:[picks another] •Adult: THAT’s a GOOD one •Camper: [Points to cover] •Adult: I SEE a cat •Adult: I LIKE cats •Camper: [Opens book] •Adult: HERE is a cat •Camper: [Turns page] •Adult: I hope YOU LIKE it! Independent reading –accessible materials Some students require technology www.monarchreader.com for age respectful and ability appropriate books §Searchable by topic §Set up collection of book §Switch accessible §Change pages and text colors for students with visual impairment monarch reader book page monarch reader book page monarch reader book page Independent reading -resources §https://www.monarchreader.com §https://www.getepic.com/ §http://www.storyshares.org §http://www.storylineonline.net §https://newsela.com/ §https://www.readworks.org/ §https://www.tweentribune.com/ §https://www.tumblebooks.com/ §http://www.magickeys.com/books/ §https://www.freechildrenstories.com/ For a deeper dive Comprehensive Literacy for All Easy to read for parents, educators, teachers and administrators! Available in print and as e - book. Tar Heel Shared Reader Professional development, materials, and technology that support the implementation of shared reading for learners who do not read connected text with comprehension above a 2nd grade level. Building Bridges A collection of training and support resources for teachers and related professionals with new resources and supports posted as they are developed and evaluated. Check back periodically for updates. Project-Core Professional development, materials and resources that support emergent communicators and literacy learners. Includes core vocabulary boards those who do not yet have access to robust AAC. DLM Professional Development Professional learning modules about instructional strategies for both emergent and conventional literacy learners. Includes shared reading, guided reading approaches (such as Anchor - Read - Apply), writing with alternative pencils and predictable chart writing. Project VC Supports teams in their efforts to provide instruction through a series of professional development, formative assessment, and implementation supports designed to track and improve literacy outcomes for all students. Other favorite resources §Center for Literacy and Disabilities Studies §Stepping into AAC §Talking with Tech Podcast §USSAAC §USSAAC Speaker Connection §TechOWL §Camp ALEC References and resources •American Speech - Language - Hearing Association. (n.d.). Augmentative and Alternative Communication (Practice Portal). Retrieved May 9, 2023 from https://www.asha.org/practice-portal/professional-issues/augmentative-and-alternative-communication/ •American Speech - Language - Hearing Association. (n.d.) Roles and Responsibilities of Speech - Language Pathologists in Schools (Practice Policy). Retrieved March 27, 2024 from https://www.asha.org/policy/pi2010-00317/ •Beukelman, D. R., Jones, R. S., Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication, 5, 243-248 •Beukelman , D. R., Jones, R. S., Rowan, M. (1989). Frequency of word usage by nondisabled peers in integrated preschool classrooms. Augmentative and Alternative Communication, 5, 243 - 248 •Biederman, G.B. et al (1998). Verbal prompting, hand - over - hand instruction, passive observation in teaching children with developmental disabilities. Exceptional Children, 64, 503 - 551. •Erickson, A. & Koppenhaver, D. (2020) Comprehensive literacy for all: Teaching students with significant disabilities to read and write. Baltimore, MD: Paul H. Brookes Publishing Co. •Erickson, K.A. (2017). Comprehensive literacy instruction, interprofessional collaborative practice, and students with severe disabilities, American Journal of Speech-Language Pathology, 26, 193-205. •Geist, L., & Erickson, K. (2022). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC. Teaching Exceptional Children, 54, 296 – 304. •Linder A - L, Geyer M, Atzemian M, Meuli N, Martinet C, de Chambrier A - F and Sermier Dessemontet R (2023) Effects of adaptations of a phonics - based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication. Front. Educ. •Light, J. & McNaughton, D. (2014). Communicative competitive for individuals using augmentative and alternative Communication: A new definition for a new era of communication? Augmentative and Alternative Communication, 20(1), 1 - 18. •Geist, L., & Erickson, K. (2022). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC. Teaching Exceptional Children, 54, 296 – 304. •Linder A - L, Geyer M, Atzemian M, Meuli N, Martinet C, de Chambrier A - F and Sermier Dessemontet R (2023) Effects of adaptations of a phonics - based reading intervention program on reading and spelling skills of students with intellectual disability who require augmentative and alternative communication. Front. Educ. •Light, J. & McNaughton, D. (2014). Communicative competitive for individuals using augmentative and alternative Communication: A new definition for a new era of communication? Augmentative and AlternativeCommunication, 20(1), 1 - 18. Charting the Cs logo with black and blue text Thank you! Questions? Reach out any time! Tina Moreno, M.A., CCC - SLP, ATP @ tmorenoslp Email: vos4all.tina@gmail.com Voices 4 All logo