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Low Tech Strategies for Communication
Fri, March 31, 2017, 9:00 AM – 12:00 PM CDT
Low Tech Strategies for Teaching Functional Communication Skills to Children with Complex Communication Needs
Presented by Rachel Grimmett, MA, CCC-SLP
March 31, 2016
9:00 AM – 12:00 PM 3.0 hours of CE credit TSHA approved
Program Description: This program will focus on use of assessment-driven, low tech communication systems and strategies for children with complex communication needs
Program Objectives: As a result of this presentation, participants will:
- identify means of assessing children with complex communication needs
- analyze data gathered from assessment to determine child’s current methods of communicating as well as receptive, expressive and pragmatic language competencies
- practice prioritizing vocabulary needs identified in assessment relative to core vocabulary per medical necessity within ADLs
- observe samples and demonstrations of low tech materials used to teach functional communication skills
- identify strategies to shape and bridge low tech skills toward long-term goal of successful acquisition and use of a high tech speech generating device
9:00 Presenter and course introduction
9:10 Review of evaluation instrument to assess children with complex communication needs:
- Functional Communication Profile – Revised (video clip)
- Reference provided for other available instruments
9:30 Analyzing Data from Assessment – Organizing Information for Report Writing & Goal Setting
- Provide sample templates
9:50 Now I’ve Gathered the Data – Where do I start?
- What words does the child understand and/or already communicate? By what means is the child communicating?
- What functional communication skills are medically necessary for children with complex communication needs?
- Requesting: help, suctioning, repositioning, food, drink, diaper change
- Providing information: answer yes-no questions relative to self; presence/absence of pain (hurt), identification of pain source/body parts
- Self-Expression: basic needs (positioning, feeding, illness, feelings, asking questions, etc.)
- Review of core vocabulary handout, What core words support medically necessary functional communication skills?
10:20 Presentation and Demonstration of Low Tech Strategies
- How can I make low tech materials?
- Communication Board for requesting
- Core Vocabulary Communication Book
- Expanded Communication Book with Core and Preferences for requesting
- Use of partner-assisted eye gaze, partner-assisted scanning or direct access.
10:45 What activities and strategies can be used to teach core with a communication book: modeling,
visual and auditory cueing, errorless learning, repeated review and drill, use of word in a
variety of contexts /activities, using child’s preferences to teach vocabulary (follow child’s
Provide handout with activities that can be used to teach core.
Video clip examples will be shown.
- Using picture symbols during play
- Using picture symbols while reading books
- Using picture symbols during ADLs
- Using picture symbols for making choices (specific and within categories)
11:30 If a family goal is for the child to acquire a high-tech speech generating device, how
can time spent teaching with low tech materials support successful acquisition of a device?
11:45 Wrap-up / Q & A