This talk begins with a review of functional communication, including long term goals, from a behavioral perspective. Key issues will include speaker vs. listener distinctions, functional units and factors related to expanding communication repertoires. The next section reviews speech generating devices (SGDs), their popularity, and concerns such as distinguishing between ‘toy use’ vs. ‘communication device’ and the role of the audio output. Next, factors related to demonstrations that a user ‘knows’ the meaning of words in different modalities will be reviewed. Then follows a review of research related to both SGD and picture use by individuals with ASD regarding functional communication. This section will include examples of studies that appear to over-estimate functional relations and the paucity of research demonstrating a robust gain in repertoire sizes. Lastly, some suggestions will be provided associated with determining how we can assure that our efforts to teach functional communication results in effective outcomes.
Learner Objectives
Learners will define the broad goals of teaching functional communication skills.
Learners will identify key elements to assure that an SGD is used as a communications device.
Learners will describe the relationship between ‘knowing’ and discrimination skills.
About the Presenter
Exceptional training by Andy. His content was very clear, easy to follow and had me critically thinking about my clients and their future.
Tons of logical and empirical evidence supporting the thoughts in this discussion. I was happy to see the frequent reference to Skinner's Verbal Operants which helps us determine whether the use of a device was truly what we aim it to be.
This was an unusually thought provoking, interesting, and well-presented course. The topic is relevant and applicable to me in my practice, and the information presented will make an impact on how I consider AAC and PECS in the future.
@ anonymous 8/20/22, you you couldn't have expressed better what I'm going through right now!
Very light on strategies to support learners with AAC systems.
As a BCBA, I've found many of the current trends in AAC quite alarming. Although various devices may ultimately be a great tool for specific individuals, I'm seeing some SLP's and evaluators choose devices or apps simply because of familiarity or preference, without real discussion with the school team or in depth interaction with the child. Parents are guided to put hundreds of pictures on an app...to "presume competence", and providers are encouraged to constantly model for the student. Each time suggesting teaching in a systematic manner was immediately knocked down, and, in more than one case, relationships with families strained because our program did not "presume competence". After watching this, I feel more secure in my view that a student should be monitored and evaluated, and taught systematically, as we do with all other things in program. There were many points that struck me, but more than any other, students should be active, engaged learners, not passive observers.
I was looking for more hands-on and direct strategies to increase communication using AAC, however, this certainly gave me a start.
Fantastic and please do one on prompting!!
Very Interesting!
Course information
- Title: AAC Strategies Autism Sept
- Presenter: Andy Bondy Ph.D.
- CEUs: 2 Learning
- Duration: 1 hour and 40 minutes
- Customer Rating: (803)