We communicate with people all the time. Thoughts are shared, ideas are bounced back and forth, and we have the ability to express emotions. Not everybody has the advantage of speaking when they really want to. While we try to communicate with someone with a disability, it’s important to be patient, respectful, and understanding.
We’re getting better at communicating with people who are nonverbal thanks to new knowledge and new technology. Additionally, technology is helping nonverbal people say what they are actually feeling. Part of this technology comes in the form of AAC devices.
People of all ages have difficulty talking to the point where communication is just hardly successful. Augmentative and alternative communication (AAC) combines elements of communication that expand past just speech. While each device is unique, they may incorporate the use of:
When we look at the phrase “augmentative and alternative communication” what is that telling us? The augmentative means to reinforce the person’s communication with something additional like a piece of technology such as eye gaze, pointing device, or a tablet.
Alternative means to substitute a different way of communicating such as using picture symbols or a pointing board as opposed to written words. When we combine these two words there are a plethora of ways to help people communicate.
ACC devices are not a “one size fits all” kind of product. People have different skill levels with communication. Not to mention, preferences are also different for everybody. Some people are more proficient with technology, so they could be better with tablet devices and apps. Others have less functionality in their motor skills, so low-tech devices are more comfortable. Not to mention, others may be blind or visually impaired and that adds a whole different level of need.
Nevertheless, if you’re picking out a product, definitely ask if a free trial is available. This way, the person could familiarize themselves with the AAC device. If it’s not a great fit, parting ways with the device is easier than encouraging usage with it.
One of the best ways you can encourage emerging AAC users is by practicing in the right place. A non-verbal person may get frustrated if they can’t say what's on their mind. It’s even more difficult in a plain or empty room where they can’t communicate anything.
Symbol-rich environments give an emerging AAC user lots of opportunities to communicate. Maybe they could move their hand, or maybe they could glare at their favorite object. Stimulate their minds more by working in a place surrounded by their favorite things such as:
Wouldn't it be so much easier if everybody understood non-verbal communication? Have other family members, friends, peers, and even school teachers get involved. The more we surround AAC users with support, the more encouragement there will be. Explain to them your best methods of communication and show them the basics of the AAC device.
We can make it easier on non-verbal people by prompting them along with being responsive with their requests. It’s very important to give the communication time as it’s often much slower of a process than when two people speak verbally. Ultimately, the success of the AAC user is largely a matter of the technical approach. However, supporting the entire process by the people who interact with the AAC users is just as important.
LoganTech was started by Glen Dobbs after his son was diagnosed with severe autism and is completely non verbal. For over a decade, Logantech has innovated to the point where there is a full catalog of accessories available to help disabled people. We hope you feel a connection to our products, as we continue to make communication easier and more accessible.
Thank you for checking out our article on Encouraging AAC Users to Communicate More. If you’re looking for virtual demonstrations on AAC products and accessories, you can schedule a free 30-minute session. Free certificate of attendance available.
]]>Glen Dobbs, the president and founder of LoganTech visited the Assistive Technology team at EASTCONN to provide a demonstration on a variety of Assistive Technology products. LoganTech was founded back in 2004 when Glen and his family experienced a need to identify an acceptable assistive technology solution for his son, Logan, who has autism and is nonverbal. Glen, the president of LoganTech, used his background in engineering to help to create a better way to communicate with his son and from that he created the well-known Logan® ProxTalker®.
During Glen’s visit, he brought an array of products ranging from keyguards, mounting systems, AAC products, as well as a new waterproof keyboard. Glen demonstrated the products and the AT staff had the opportunity to interact with the array of products and ask questions.
LoganTech’s headquarters is based out of Waterbury, Connecticut. The company is staffed by dedicated employees with and without disabilities. A full catalog for LoganTech is available which encompasses low to mid-tech AAC products and accessories, IPad Keyguards, mounting solutions and cradles as well as Braille learning and Braille labeling systems. If you visit the LoganTech website, you will find an array of resources including information on their products, upcoming events, free webinars, and access to their 4-Week “Try Me” Program. You can also request a demonstration at your school, agency, or business. A variety of other resources as well as access to their blog is also available at www.logantech.com.
]]>Why is Braille important to me, especially as a person who lost the majority of my sight later in life? This is a question that many people may ask themselves. But for me, the answer was clear; it was for independence.
Just like learning to read and write in your native language, Braille is a new language that takes time to learn. Yes, it may seem difficult, and frustrating while learning, but by sticking with it and practicing, it is possible.
It took me about a year to learn Braille, and that's including contracted Braille. I remember getting children’s Braille books from the library and reading them to my girls. I then moved onto Braille novels and read them as well. It was great to be able to read again — and on my own.
I use Braille to write letters to my Braille pen pals. I make Braille pictures which are called Braillables. Another great thing about knowing Braille is that I can Braille all my computer passwords another important numbers in a document that only I will know.
I have always been a very organized person. I label everything I can so I know what it is. I purchased the 6dot Braille Label Maker, and I absolutely love it. The Braille that comes out of this little portable machine is so crisp and defined, it’s wonderful. Some of the many things I label include; appliances, files, mail, spices, food, and CD’s, to name a few.
So by me learning how to read and write in Braille, I do not have to constantly rely on a sighted person for help. I am able to grab whatever ingredients I need to make my delicious pumpkin bread. I can do the laundry on my own since the knobs are all labeled. I can go through my CB’s to play the music I want to listen to. I can get a Braille book to read for pleasure, or to learn something new. It was learning Braille that allowed me to continue to be an independent person, just as I was as a sighted person.
]]>About the Author: Karen Santiago was diagnosed with Glaucoma at the young age of five and never let her low vision slow her down. She did everything a “normal” kid would do from driving a car to downhill skiing. She went to college and received a BS in Early Childhood Education. Then, worked for Head Start, ran a home daycare, and opened and was the director of a neighborhood preschool. Karen's vision deteriorated later in life, but after receiving mobility training, several courses with the Hadley school, and learning Braille she landed a job coordinating special fundraising events for Easter Seals of Massachusetts. In her "free time" Karen is the editor of The Blind Perspective, an online newsletter written and produced by a very passionate group of blind and visually impaired writers and techies. The Blind Perspective is in its third year of publication with an ever-growing group of followers.
We've collected some of our favorite ideas for winter-themed sensory play that your kids and students will love. These projects and ideas will delight the senses of people young and old!
What sensory play activities have your children or students enjoyed?
Leave a comment to share your own ideas!
]]>We shared ideas for holiday and winter-themed sensory play, activities for long trips, and ways to use assistive technology to allow children with disabilities to help out more with meal prep and cookie making. Then, we talked about new technology that makes it easier for people who are blind or visually impaired travel and locate luggage on a baggage carousel without assistance from fellow travelers or airline workers, and ways to bring multiple generations together using thoughtful iPad apps and interview books.
We invite you to watch the recorded webinar online (requires registration) and download the corresponding PowerPoint presentation.
How do you ensure everyone is equally involved in holiday fun and preparations? Do you have a go-to sensory play kit that you make up every year, or a special recipe that's easy for kids and adults with disabilities to help out with?
We'd love to know what you do to make your holidays merry and bright for your friends and family with disabilities. Please comment below!
]]>Our speaker presented a business case for hiring people with disabilities. She noted several lesser-known but well-documented benefits to hiring people with disabilities -- many of which will directly affect an employer's bottom line and profitability in delightfully positive ways.
We invite you to watch the recorded webinar online (requires registration) and download the corresponding PowerPoint presentation. We also shared a list of colleges that have special programs for students with intellectual and learning disabilities.
Are you a person with a disability who's currently looking for employment? If so, what have been your biggest hurdles? Do you have experience with helping people with disabilities prepare and/or obtain employment?
We'd love to hear about your experiences, and any advice you have for people who are looking for work or companies that are considering a greater diversity in their workplace. Please comment below!
]]>Some of the highlights she shared in the original review included the fact that it's always ready when she needs it, is easy to take with you on-the-go, and connects to a QWERTY keyboard so people who don't read Braille can help label and teach Braille to those who do (or will). Cheryl used it right away to create a notebook full of important user names and passwords and plans in the future to label cd’s, DVD’s, vitamins, electronic equipment, the list is, as she says "literally endless".
We invite you to read this review online. Scroll down to Spencer's Spotlight in the October 2015 Issue of The Blind Perspective.
]]>Official Press Release: LoganTech announces acquisition of Beyond Adaptive, a popular manufacturer and distributor of products for people with disabilities and limited mobility.
Waterbury, CT, September 11, 2016— Companies often refer to their products as a “family” of brands, but Minnesota-based Beyond Adaptive and their new parent company, Connecticut-based LoganTech, take the corporate definition of family to another level. Both companies were founded by people who were searching for solutions to their own literal family members’ struggles in living with disabilities. Now, as these two companies come under one roof, it’s that same spirit of ingenuity and love for family that will propel them both forward.
Right around the same time Mark Zuckerberg was launching his new idea for social interaction on a global scale, Glen Dobbs, founder of LoganTech, was hunched over a sketchpad on his kitchen table working on a tool for communication and socialization on a much smaller scale. Glen’s son Logan is autistic and nonverbal, meaning he can’t communicate using his own voice. Instead he was using a system of symbols known as PECS. Many individuals move quite naturally from PECS into more complex, computerized augmentative and alternative communication devices, but this transition wasn’t coming naturally for Logan, and his father was determined to find a solution – a stepping stone from PECS into more advanced AAC technologies. The solution was released a year later and was aptly named the Logan ProxTalker.
Several states away, that very same year, Julie and Cedar Vandergon were sitting at their kitchen table in Saint Paul, Minnesota brainstorming solutions for their daughter Brea, who has cerebral palsy and was facing some communication hurdles of her own. They were exploring iPad-based communication apps but Brea was unable to accurately control her hands and couldn’t use the iPad without someone holding it for her. Since the iPad was still very new at the time, there weren’t any out-of-the-box solutions that would give Brea the independence she needed. Cedar was able to find a few products that came close but still didn’t completely meet her needs, so he set to work piecing the best parts of each into a custom-made mounting arm, cradle and keyguard for Brea’s iPad. It wasn’t long until Brea’s teachers and therapists took note of it and wanted the same for others in their care with similar needs.
It’s really no surprise that these two companies, founded by parents who are obviously kindred spirits, have found their way to one another. Beyond Adaptive is the second acquisition of this type for LoganTech. The 6dot line of Braille Products, conceived by a group of MIT students, joined the “family” in 2012.
In speaking of this latest acquisition, Glen Dobbs said “The Beyond Adaptive lines of mounting arms, device cradles and custom touchscreen keyguards are a really natural extension of our existing catalogue of products. Our target markets are very similar and the end-users of these products often use a combination of adaptive products that includes items from both sides of this coin.”
Cedar Vandergon added, “Starting a company is very much like raising a child. You put your whole heart and soul into creating a path for it to grow and succeed. We couldn’t be happier about this next step for our business and these products which have meant so much to our family.”
To learn more about LoganTech and our entire collection of assistive and adaptive technology products, visit: www.LoganTech.com. You can request a free, on-site product demonstration by visiting www.LoganTech.com/pages/demo or by calling LoganTech’s assistive technology specialists at (866) 962-0966.
"We would tell her what each of the choices were on the ProxTalker. When Emily would reach out to touch a tag, we provided a prompt to help her push the tag down to create the voice output. We saw just after a few trials that Emily was making the connection. She was reaching out on her own to touch the tags to tell us what she wanted. She would choose tags that were both in the left and right positions, especially if it was for pretzels. We would rotate the tags out and bring in new choices every 4-5 trials, so that she could learn more tags. Emily is happy when she has her time throughout the day to use her device.
Communication is becoming meaningful for her."
...
]]>Of course, we already knew the ProxTalker Modular AAC System and ProxPAD Choice Maker AAC Device were terrific AAC tools for students with multiple barriers to communication, but to hear Jackie, a seasoned, experienced SLP and ABA specialist describe how she uses them is, well, inspiring. Watch the video below to hear Ms. Sura describe her experience, and the research behind communication training for students with multiple obstacles to overcome. (Or, read a text transcription of that session below the video embedded in this post.)
Jackie also shared a wonderful video during the webinar about a girl named Emily who is making extraordinary progress using these tactics with a ProxTalker. You can watch that video on our YouTube Channel, here: https://youtu.be/3xtBfqHhc5Y.
You can also download the PowerPoint slides to follow along that way.
Jackie Sura is currently the Consulting Director at the STEPS Academy in Northeast, Ohio. She has previously presented at the Milestones Organization Annual conference; the Annual International Technology & Persons with Disabilities Conference in San Diego, California; the Communication Matters Conference at Leeds University in the United Kingdom; and at ATIA in Orlando, FLorida. Jackie has been working with AAC devices, including ProxTalker, for students that have had previous stagnant success in academic, communication and social engagement since 2013 using a comprehensive and tangible approach in clinical, public school and home settings to achieve success. Jackie's passion to help others establish a comprehensive communication system stems from working with individuals with autism and related disabilities ranging from 2- 22 years old for the past 14 years, and from being the proud older sister of two amazing young adults on the autism spectrum.
So without further ado... Jackie Sura!
[Jackie:] Thanks so much. Hi everybody! Thanks for joining us today. I want to talk to you a little bit about some of the things that we've been doing here at STEPS, and hopefully you can take some tips and tools and bring them back to your setting. And here we go...
STEPS 2 Learning and STEPS Academy is in the Cleveland area in Ohio. We work with students in the area of Autism Spectrum Disorder and related disabilities, ages 2.5 to 22. We also have a consulting department as well, and STEPS 2 Learning is our branch for our teaching materials. It's a set of curricular guides for practitioners to use to assist those who have difficulty with traditional approaches to communication and we have made one for ProxTalker, and just kind of diving right into this: Sometimes when we are working with our students that have a lot of communication barriers, it can be like this very difficult math equation that you see on your screen right now, and that can be very difficult for us as clinicians to try to really find ways to successfully help our students learn and acquire and achieve independent communication.
We've all had students like this, where we use our usual teaching procedures and we start with our out-of-the-box ideas that don't prove to be successful either. Sometimes we change teachers, we change environments, materials, objectives, the size of the stimuli that we use... We go from tabletop to around the environment, we change our prompting, sometimes we use more or less technology trying to figure out ways to help our kiddos that have difficulty acquiring any type of communication system, and have more success but sometimes we still get results like this and we feel a little bit defeated. So what do we do and where do we go from here, when we've kind of used all of our tricks and tools that we know?
When we think about it for a second, just learning to communicate in general can be hard. An individual can't see words as they are spoken. Life is not like a comic book, so it's really hard to attach something tangible to the words that are coming out of an individual's mouth or out of their AAC device. In the English language, we have very complex syntax and grammar rules and that can be very difficult to navigate and understand when you're trying to just learn general communication. Sometimes the value of communication is not taught first, so a student cannot connect why it's important to use this new tool or this new way to communicate to others. Maybe we're also trying to work on labeling items, or teaching yes/no, or colors, or abstract concepts and for that particular student, it's still not making a strong connection. And the other thing that's difficult with communication training is that outcomes are not always immediate. I don't know about you, but sometimes I have to work on my own patience skills and this can be really hard. So how do we come up with our STEPS approach? We've had students like this, and here at STEPS we call them the 5-10%. So it's not just students that have difficulty picking up communication systems or even using picture exchange systems. They struggle with receptive skills. They also struggle in their academic programs, and we're still looking at the same objectives for building communication and acquisition for academics. The same targets year after year. So we have to figure out what is working for our students, and we felt like we were not doing well academically, or in the communication realm, but we knew that we had such great kids that wanted to learn. We just need to find a way to reach them.
So we took a step back as a team and tried to figure out what it was that needed to be done differently. When we looked at the students that we first kind of piloted our STEPS approach to communication training, our students were any age, but we found it was 10-year-olds or older that we first started to work with who had been stagnant with communication in our setting and previous settings. They had difficulty with engagement with others, and they were not making much progress in their academic skills. They were using a lot of different alternative behaviors to communicate, whether they be aggressive or self-injurious, or avoidant behavior. They were not picking up the communication tools that we wanted them to, to communicate that same message. So some of the things that might be stagnant with a learner that requires a new method or an additional way of teaching communication would be a student that has difficulty with receptive skills, matching, letter identification, number identification, colors and shapes, maybe difficulty sustaining attending in groups and in one-to-one settings for a few seconds at a time. We also had some students that for multiple years had difficulty progressing past phase 1 of PECS, and they did not attend consistently to dynamic screen devices. And that kind of left us a little bit puzzled as to what we should do with these types of students. So when we looked at our first students, they were identified as being in the intermediate grades, grades 3-5, and some of them included students that were brand new to us, but we knew that their communication and academic histories in their previous settings were stagnant. Their receptive skills were not progressing, and we used multiple modes of instruction and stimuli throughout the teaching. For one student, we would have them try to incorporate using motor movement for receptive skills, trying to get them moving so that they were using multiple modes of input to learn stimuli. We made a lot of environmental changes having a lot of sensory input in our instruction as well.
But we also knew that we had to make changes in the way that we were teaching communication. We knew that previously our students showed a lack of initiation with their previous communication system, so they were not initiating independently. There was always some prompt that was required to either get them to open a communication book, or to use an iPad, or to use some type of communication system; and they were always being left behind. There was a lack of ownership of the previous communication systems. The students didn't take them with them from one place to another, not seeing our understanding or comprehending the value that this tool had for them. And looking at proximity, too, sometimes the AAC device was not removed from the immediate proximity of the student. So we had to think, "You know, does response effort play more of a role if the student has their engaged in all this effort to just first get the device or the communication book and open it... Does that kind of play a part in a barrier for the student to learn this communication device?" So we had to kind of look at those. And so this is my kind of analogy that I have for you guys... How far would you travel to find this [remote control]? Depending on what your favorite TV show is, what sports season it is, your motivation to look really hard for this remote control is going to be different. And thinking about this, if the remote control is one foot away, you're probably more likely to look, to go grab that. If it's five feet away, that's still not too bad for your favorite show. What if it's in the kitchen? Depending on how your layout is in your living space, that might not be too bad. Or if you have to go upstairs... All this depends on your motivation and your desire to want to watch that show, how far you're willing to travel to get the remote to turn on the TV and put your channel on. But then if we think a little bit further, what if the show that you're going to turn on or that the TV is going to play isn't something you want? Are you going to go even that one foot to find it, or are you going to go find something else? Sometimes our students, when they're handed a new method of communication -- whether it be a communication exchange book with photos, words, using a tablet device, or sometimes even a ProxTalker, or looking at some of those other devices -- for them it can be like a foreign language, and if they don't fully understand it, they may not put that motivation, that extra effort. So we had to find a way to make the student really enjoy the device. Here's just another example: So what if it takes you 30 minutes to find? What if you're really tired? What if you weren't feeling that well? Those are things to think about when we're introducing new communication tools for our students.
So how do we use the STEPS approach, and how is it different? We look at the profile of user. We're not saying that our method is for every single student, but we're saying that for your students that are kind of puzzling to you, that require a more hands-on approach, this may be the right method for you. We always have a presumption of ability, that our student has the ability; we just have to change our ways to connect to the student to make communication successful for them. We are continually doing assessments and programming that is surrounding the means to successful communication, and we try to make communication concepts as tangible as possible. We look at academic content being embedded within communication training, and we introduce -- much later -- pronouns. And again, this is not for every student. This is for that 5-10% of students that we've identified within our own building that require just a little bit more and a little bit something different. When we look at the profile of user, we look at prerequisite skill areas, such as fine motor, receptive skills, visual scanning, and engagement with environment. We broke it down because we thought, you know, in order to engage with any type of communication tool -- whether it be a communication book, whether it be a dynamic device, whether it be something that you're typing with, whether it be some type of exchange of even objects -- in some way, each one of these skills is extremely important. And it's not just for communication but also for success in academics. So we try to make sure that all of our students that were using the STEPS approach, that each one of these skills were embedded not only in communication training, but throughout their entire academic day. Additional considerations for verbal students may also include the reliability of verbal speech, so just looking at some of our students that are emerging in their verbal communication skills but they still require some additional tool to help them to communicate more independently. Your skill level in each area is going to determine the type of communication mode that you're going to want to start off with for each student.
So, Presumption of Ability... This is a big thing here at STEPS Academy, as we make sure that every single one of our students knows that we believe in their abilities. Verbal ability is not equal to intellectual ability. We have a strong emphasis on the teacher and student relationship, and the belief in students' abilities should be primary in their treatment and education. We want to make sure that all students here are set up for success, and that they feel comfortable in their environment. So really having that belief in them is a cornerstone of our instruction here.
And then we're looking at Tangible vs. Abstract... Some of our individuals with differences may learn best with tangible concepts, so starting off with something that you can touch, you can see, you can feel -- like object identification, numbers, letters, shapes, and maybe even engaging in an activity. When we look at those abstract concepts, such as theory of mind, emotion identification, future and past tense, those can be difficult with our population here at STEPS Academy on the autism spectrum. And communication itself is very abstract, and when we look at trying to tie in communication to something tangible, that can be very difficult; but we found that for these students that we've identified that our STEPS approach works best with, we have to find a way to kind of break down that barrier and make the most abstract concept as tangible as possible. So in taking on that feat, this is what we're going to explain next. So we need to make sure that all of our communication concepts are tangible, that our teaching team is working with our communication team to embed all of that prerequisite skill content throughout the student's day, and we break up our pronouns, and we even break up "I" and "want" with these particular students when we're teaching communication acquisition. We also look at teaching the concept of categories using scene selection, so this may be helpful for those that struggle with a traditional grid layout or having all of your pictures or photos or line drawings laid out in a line, instead having a background picture of the actual environment and then where in the environment would you find those items. So for one student, we had a lunchbox, and he typically had similar items every day, so we were able to put, each morning, each one of his ProxTalker tags on a background of his lunchbox -- a photo of [the environment] -- and he could select what he wanted; and it would be placed in the same spot that it would be [pictured on] his lunchbox. Another great reason why we use scene selection for these learners is because they are then exposed to the real-life content and categories of their world. You can also place your pictures, your icons, your tags within the classroom environment; so it doesn't have to be on a photo background, but instead it can be on the toy cabinet, and the student can request that way. Or it can be inside the lunchbox instead of the food, and then you can exchange the tag for the food. So really putting it within the context. And if a student is not able to kind of switch the icon for the food, maybe even having that icon on the package of the food, too, so they can make that connection that this picture represents this item, having that additional tangible component.
Here's just another way that we looked at embedding targets. Specifically for one of our students using the ProxTalker, that had struggled with letter identification, on the back of the large ProxTalker tags we put a small piece of foam and then we have these raised sticker letters, which you see there. And what you can't see in the picture is each one of those letters has a specific texture, so that way we were combining multiple sensory input between being able to feel the letter, feel the texture of the letter, moving the letter from its position on the ProxTalker felt to the ProxTalker button, and then also pressing down and then hearing that audio feedback of the name of the letter. We did that with categories and even common items.
Then here's a picture of our student with the lunchbox and what you can also see with his specific device that we had to initially modify -- and it's not like this anymore -- is we had fixed for him two black areas where he would keep putting a single tag and then he would always hit the "play all" button, and we had to block off the other two buttons at first while we were working on sharpening his visuals skills. And at this point he has advanced past that, but this is a great way to start.
It's a little bit blurry, but this is what we did for a YouTube video layout. Again this was inside of the ProxTalker, and the laminated YouTube page was in place of the felt; and the student would make the selection of which video he would want to watch. And then for other students we've had little audio clips that went with that, so that they could make that connection as well.
This was our sensory room in our old facility (we've since moved on). Where each item is on the page is where each item is kept in the physical gym; so again, it wasn't in this neat and pretty row, but instead it was in the area on the page of where it would be in the natural environment.
And then here's just kind of like a snippet page in our manual of looking at each step of our communication training [which] consists of identifying those prerequisite skills that we talked about and how they can be embedded within the IEP. So these receptive, engagement, communication, visual goals that are on the IEP are also strengthening the student's communication targets so that the student is working on those prerequisite skills for communication throughout their academic day, not just during a speech session. So it's another way of having that whole team approach to building up the communication program.
We did look for these particular students' pronoun separations. The reason we did that is again because our language is extremely complex and abstract, and we were trying to come up with a way for the students to have a tangible representation of pronouns and figuring out what those signified. Sometimes you have students that misinterpret the pronouns of others to be an extension of self, so we were trying to find a way for those students that over-generalize pronouns incorrectly, how they can get a better handle on understanding where those pronouns actually fall for them. So this is what we do here. For our students we wear ProxTalker tags of ourselves so that we can learn the difference between "he" and "she", or "Miss Jackie" specifically. The student's picture of themselves is the "I" tag initially, when they're learning, and then we wear our tags around for the students to be able to communicate whichever pronoun that they're targeting as well. And then also exchanging them with students to help really make that concept more concrete for them, because it's a very difficult concept to try to master.
So then, where did we start? We looked at assessments or behaviors. We did that because we have these students that were not making progress with traditional communication training, and they were using these other behaviors to communicate especially their dislikes, so we needed to look at what was their particular reason. Was it to leave this situation, or was it because they didn't like a particular activity -- or sometimes even a person -- or was it because they wanted to gain attention, or they wanted to have a specific toy? We needed to figure out why they were communicating with their behavior so that we could figure out how to address that through the use of a new communication tool. We also wanted to find out preference of items, activity, people, because we wanted to know what the student liked. We really wanted to pair the introduction to the new devices with things that they like, so they had that motivation that they would want to have that effort to go look for. Think of that remote control... If you knew it was a show that you wanted to watch, you're going to look for that remote control for a while. So we wanted our students to use these devices as a tool to get those things that they wanted. And then we also assess those prerequisite skills and fine motor, visual, receptive skills, and engagement to see where we needed to tighten up and build upon those skills. And we needed to also look at everything else we've ever done with the students and review interactions with others. Was it reciprocal, or did this student need to work on more environmental engagement? So these are kind of those questions that we ask before we start our programming.
So here's some more examples... So visual... Here's an example [where] we were looking to see: Does this student make a choice with two preferred items? If it's yes, then that's great; we can increase the amount of stimiuli we put in a communication training. If the answer is no, then we start off with a single item. Do they attend the common objects that are not reinforcing? That just lets us know where we can start with stimuli. Receptive... Will they come to an instructor and engage in a presented task, with the expectation of receiving reinforcements? So do they already know, "If I do some work I will get a preferred item"? Will they engage in a preferred activity in response to a directive? So do they have limits and boundaries in understanding when they can engage in something that's fun, or is it something that they want to do all the time? So this just helps us with that initial programming. Engagement with environment... Do they take a preferred item when presented? Do they take a common object when presented? And fine motor... Do they complete non-connecting puzzles, or connecting puzzles? Do they make a mark on a paper with a writing instrument? Again, these are just examples; this is not the end-all be-all. And depending on the student's answer lets us know, again, how to set up our programming for success. And then establishing the relationship with the student... So this is, again, that foundation for success, especially here at STEPS Academy. The relationship between the instructor and the student must be comprised of respect, initially centered around the student interest. So, reciprocal -- it's not centered around demands -- and really try to establish that instructor as a preferred person. So that way the student can feel comfortable with the instructor and also be willing to complete tasks as those demands increase as well. This can take weeks, and it's not done overnight; but it can be done in conjunction with initial teaching, especially when we're working on communication and introducing a new tool for the student to use to communicate.
Here at STEPS academy, we have seven guiding principles that we use, that drive all of our instruction. Here's some additional principles... We are really striving to educate others on the importance of using, responding to, and engaging with alternative communication modes, and engaging sometimes in the same AAC use while working with the student. So if we have a student that is using the ProxTalker, we may be using a ProxTalker right with them, using that to communicate with the student and letting them see us use it to communicate our messages as well; it's extremely important. And just a little bit more in establishing that relationship, having that presumption ability, using positive language, we give tests and instruction, we have activities that we presented we offer choices, we offer technology options as well, making sure that the student knows that we see that they have abilities, not barriers.
So before we jump to [Q&A], I do want to show you a video that I have put together with a student that started using the ProxPAD -- no, sorry, ProxTalker -- and has progressed in these last few months using a tangible approach, and has become a lot more independent. So give me a second, and I'll jump to questions after that...
[Start Video]
(Watch on YouTube! https://youtu.be/3xtBfqHhc5Y)
When we first met Emily, she was being taught to use switches to communicate mostly during her snack times. Emily didn't seem to have a meaningful connection with communication to others, but we knew she had a lot to tell us. We needed to find the right tools to help her. For Emily, she needed a hands-on, tangible way to make connections with communication. We chose the ProxTalker because we were able to make three-dimensional tags that had voice output. This really helps make language come to life for Emily. We started with basic requests to get Emily familiar with the system. Our teachers would show her two items that we knew she liked. Once she chose what she wanted by tapping the item, she was immediately given the corresponding 3D tag and prompted to place the tag on the device to make voice output. This worked well to introduce the concept of a communication exchange, but it wasn't enough for Emily to initiate.
We quickly changed our teaching method. We added shorter sessions that were about 3 minutes in length, more frequently throughout the day. We kept the tags of 2 choices on the device for Emily. We would tell her what each of the choices were on the ProxTalker. When Emily would reach out to touch a tag, we provided a prompt to help her push the tag down to create the voice output. We saw just after a few trials that Emily was making the connection. She was reaching out on her own to touch the tags to tell us what she wanted. She would choose tags that were both in the left and right positions, especially if it was for pretzels. We would rotate the tags out and bring in new choices every 4-5 trials, so that she could learn more tags. Emily is happy when she has her time throughout the day to use her device.
Communication is becoming meaningful for her.
[End Video]
[Jackie:] OK, so I'm going to try to switch back my screen, so just give me a second to... Here we go. So any questions? Anything that you guys would like to share?
[Moderator:] Thank you so much, Jackie. That was wonderful. So Jackie, while everyone is thinking, what are some common questions that you get regarding your work?
[Jackie:] Yeah, so especially when I make a presentation similar to this, I think everybody's first fear is that each one of the students will be only on this particular "Prox-" device. And out of the students that we had in our initial research trial that we presented at CSUN and at Leeds University, three out of those four students have already moved on to tablets for communication, and for other students that may have started off at a similar path as Emily, they have transitioned to pictures and more of that 2D and 1D, so there is progression, and the goal is always to move to the most universal communication method. It's just some of our students require a jumpstart. So they need to use a different type of tool to make that connection and then they're able to move on. So for one of our students, within just three months of being exposed to ProxTalker, even without using the the grid layout, or the scene selection layout, was able to just jump right to an iPad and just completely take off. We had another student that their progression took a little bit more, but now they're independently using an iPad. And for another student, they are still on the ProxTalker, but it's been embedded across all of their academics, in social interactions as well, and where some of it used to be all 3D tags, we have a lot more pictures instead of three-dimensional objects. And the really cool thing about using this for a tangible approach to communication is that it allows the students to make that extra connection of what they are trying to say and what this symbol is supposed to represent. And for other students where we used a similar alternative approach using devices, we had one student that had previously been exposed to an iPad in their school district for a very minimal amount of time but didn't make a lot of progress, and then we just changed the layout of a NovaChat for them, so it was at first all in scene selection, and within one minute he was navigating independently and he is being evaluated now for LAMP. So sometimes it's just trying to find that different way to present the same information that allows the student to kind of jumpstart, than if we had done a more traditional method. We also found the original study was more to do with just introducing a ProxTalker as communication using a modified PECS protocol to reduce stereotypical behavior -- a lot of hand slapping or vocalizations -- and it worked, but then all this other stuff came from it. So I don't want people to think that they're always locked into a device that can be limiting, but it really increases a student's opportunities, sometimes taking a couple steps in a different direction before launching into a more universal method.
[Moderator:] OK, thank you very much. I don't see any other questions coming in through the webinar, so we may leave it at that unless you have any other last things to say. Jackie, how can people look you up or find you if they're interested in learning more about your work?
[Jackie:] Oh, sure, so... My email at STEPS is "jackie@stepsconsulting.org". I also can be reached here by phone. It's 440-572-1337. And I think my twitter [handle] popped up, and that's @JackieSuraABA. I think that email popped up while I was doing our presentation here.
[Moderator:] OK, perfect. Any final thoughts or asks of the audience?
[Jackie:] Just, thank you so much!
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