Yesterday, I wrote about Modeling for the Moment When It All Comes Together. Today, my hope is that after reading this, you feel like a modeling plan is manageable.
If you’re just starting out, here are three posts you may want to read first. This one explains core vocabulary. This one is an introduction post to Augmentative and Alternative Communication (AAC) implementation. And this one is an explanation of how to model one word more than the person is using independently.
Here are a few things to keep in mind as you start to incorporate modeling into your day.
1. Model things you think the child actually wants to say. If someone is in her space and she is moving away or pushing the person, model “Go away” even if you think it’s rude. You can add “please” later.
2. Model without expecting a response, but with the presumption that the child is taking it all in. Don’t worry if the child doesn’t immediately mimic your model. Your goal is to expose her to the language at her fingertips, show her that words can be combined, and teach her that you are learning it too. Children know very quickly who is supportive of the device use and who thinks it’s “too hard for her” or “doesn’t make any sense.” By modeling, you are also demonstrating that you support the use of the device and that it makes sense to you. If you are willing to use it, she’ll be more comfortable using it with you.
3. Pay attention to the child’s reactions. If something you model causes a reaction in the child, (ex. she leans in, pays closer attention, laughs, grabs your hand, turns the device toward her), model “again” and then repeat what you had modeled. If she reacts or continues to show an increased interest, it may be a good indication that she’s ready to try it herself. Try gesturing to the button, wait five seconds, and if she doesn’t respond, model it again. Put that word or phrase at the top of your modeling list and model it every time it’s appropriate.
4. Make a modeling plan. It doesn’t have to be anything complex, but make a commitment to model. Do what works for you and what you think will be best for the child. Choose one phrase that can be easily generalized (want more, like that, what now) and model it as often as you can and in as many different situations as you can. Or choose at least three things each day for three days. Then try five things each day for five days. Challenge yourself and model things you hear other children saying. Your plan should not be so ambitious that it feels overwhelming, but ambitious enough that you’re excited about it. Adjust it accordingly.
To help get you started, we brainstormed over the weekend and created a list of two, three, and four word utterances using only the core vocabulary on the main screen of Speak for Yourself. However, the words are core vocabulary so there should not be much navigation to say them regardless of the app or device you are using. We had to combine and cut some of the phrases out for space reasons. These are just so that you have a starting point or idea, and obviously, you can make your own lists. It may be something you want to hang in the classroom and highlight the target phrases for each week in a different color.
Start with the list that is one word more than the student is able to access independently. So if your child is at a one word level, here is a list of two word phrases:
If your child is at a two word level, here is a list of three-word phrases:
If your child generally combines three words independently, here is a list of four word phrases:
If you’re not sure how many words your child is combining, start with the two-word list.
Start with phrases that use main screen words that are already open in your child’s vocabulary.
If you’re not comfortable modeling, choose a few to practice without your child present. Practice the same ones a few times each until you impress yourself with your access speed.
You can do this. You’ll be surprised at how quickly you start to learn the locations of words. Impress the AAC learner in your life…you’ll be glad you did!
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