Intermittent, unreliable, insufficient, and expensive speech blog post
by Assistiveware
Description
Speaking and AAC use – ability, capability and capacity
by Assistiveware
Written from the perspective of an AAC user, this post explains how speaking can change based on personal factors. The writer clearly outlines the distinctions between ability, capability, and capacity for speech.
Supporting Individual Access to the Universal Core Facilitated Materials
by Center for Literacy and Disability Studies, Department of Health Sciences, UNC-Chapel Hill
This module is part of a group and emphasizes the importance of individual core vocabulary systems and gives guidance for determining the format of the display. Facilitator guides and full documentation of the trainings make them perfect for professional development of instructional assistants or others working with these students.
The Speech without Limits YouTube channel is a great source for ideas about how to use target core vocabulary across the day. Each video is short (about 2 minutes) and focuses on a single core word. You’ll see examples of activities and hear how you can word things differently to incorporate the use of the target word more often..
Speak for Yourself
CoughDrop
What are Tangible Symbols? An Introduction and Discussion of Functional Use Across Settings
by Emily Macklin, M.S., CCC-SLP at AAC in the Cloud. 2022
Emily shares clear, comprehensive information about using tangible symbols for communication. She explains what tangible symbols are, describes the range of possible formats, and gives examples of application in real life. This is a solid foundation for teams considering or currently using an object-based AAC system.
DAGG-3 Dynamic AAC Goals Grid (2023)
Tobii Dynavox with Vickie Clark
The DAGG-3 is the updated version of a goal and intervention guide distributed by the device vendor Tobii-Dynavox. The 21-page tool identifies sets of skills at five different levels of communication.
This tool can be helpful for thinking of the types of goals that are important to AAC users. The organized, color-coded sections make the complex process a little easier to navigate. The goals need to be individualized but getting some ideas on what to target can be really helpful for SLPs who do not have a lot of experience with writing those types of goals.
Tobii-Dynavox does require that you sign up to get access to their resources.
Design to Learn IEP Development Guide
Charity Rowland, Emily Dayle Quinn, Sandra A. M. Steiner & Gayl Bowser
This pdf includes 28 questions to use as an IEP quality guide. Specifically, for developing high quality communication-related educational goals for children with complex communication needs.
Ready, Set, Goal! 1 and 2
by PRC Saltillo
Two videos offer a process for writing meaningful goals for individuals who use AAC. They provide a goal-writing framework, identify assessment tools, and connect to resources. Pathways is a free app from the Saltillo Company that follows the same process and can be a useful reference for developing goals.
IEP Goal Writing Guidance
AT Lab Community Vision
Simple but informative handout on the form and content of good AAC IEP goals.
PrAACtiCal AAC Goals that Matter
by PrAACticalAAC blog site
Includes ideas for qualifiers and goals related to AAC. Over 100 goals are divided into pre-stored messages, combining single words combined, and operational and strategic competence.
Comprehensive Literacy for All
Website by Jane Farrall
Each area of emergent literacy is addressed in detail, with pages with details and resources by a well-known leader in the AAC/literacy world.
Literacy for All: In conversation with Dr. Caroline Musselwhite
by Engaging All Learners
Dr Caroline Musselwhite supports teacher practice in the area of literacy for students with significant support needs. The 11 video clips are all under 3 minutes and each one focuses on a very specific practice related to literacy instruction.
Good Literacy Instruction for All Students
Explore and Understand Text
Symbols and Learning to Read
Word Wall
Repetition and Variety
Building Background Knowledge
Reinforcement AND Informative Feedback
Teaching and Testing Questions
Attributing Meaning
Engaging Older Students
Underestimating Potential
Integrating Comprehensive Literacy Instruction
by AssistiveWare
This is a nice balance of a bigger picture of literacy with some important details about what should be part of a comprehensive literacy instruction. They outline the primary elements of both emergent and conventional literacy. The post also emphasizes the role of AAC in the literacy program, so educators can see how instruction can benefit all areas.
Project Core Professional Development
by Center for Literacy and Disability Studies, Department of Health Sciences, UNC-Chapel Hill
The Project Core focuses on a flexible set of Universal Core vocabulary. The site includes learning modules and materials that show how evidence-based instructional methods are used to teach students to use Core Vocabulary for communication.
The learning modules are free and include documents and videos on specific topics related to core vocabulary instruction. The modules range from 6 to 22 minutes in length and can be completed as a group with a facilitator or individually.
Teaching the Alphabet with Variety
by Jane Farrall
Contains a multi-page “Letters and Sounds Activity Checklist” and “Letters and Sounds Activity Cards”. The checklist has many ideas for how to work on letters with emergent
Practical Ideas for Building Language
AssistiveWare
An extremely comprehensive collection of activity ideas to support learning and using vocabulary. Includes core word ideas, ideas for home, and for activities across the day. It is a tremendous resource for ideas that will provide meaningful engagement for AAC users.
School Year of Core
by PRC Language Lab
The series has two levels of monthly vocabulary words along with a comprehensive set of ideas, resources, and materials.
Building Language Where do I start?
by Speak for Yourself
A detailed graphic organizer to guide the collection of words associated with an activity to support modeling / aided language input. It includes prompt questions that are really helpful for identifying the most meaningful vocabulary across language functions.
Core Is All Around
by Lesson Pix
Lesson Pix is a website for making visuals for your students. In addition to the paid services they have many materials that are pre-made and available for download. The “Core Is All Around” graphic maps out how core vocabulary can be used across the day in an early childhood setting. Educators can see how they might create maps across different grades to plan for the use of core vocabulary all d
AAC Made Easy
Vocabulary Lists
Suggestions for vocabulary to model on an AAC system for nearly 40 activities. Each activity includes ideas for words and phrases to communicate for different functions such as commenting, asking questions, directing others, etc.
Core Vocabulary Activity First
by PRC / Saltillo
From Chat Corner resources page, select:
Communication Partner Skills for AAC Learners
by from AssistiveWare blog
Short read of six ways to build communication partner skills: model, comment, pause, appropriate prompts, respond, and accept all forms. Clearly presented overview especially for new partners.
101 Ways to Use A Sequential Message AAC Device to Access the Curriculum
by Teaching Learners with Multiple Special Needs blog
A handy list of 101 ways that you could use a single-message communication tool/display in various ELA and math classroom activities. Most, if not all, of the ideas could also be applied to more robust devices. Check out the ideas to spark your own creativity and pick a few to try.
AAC in the Classroom Handout
Text-Based Aided Language: Making the Literacy-Communication Connection for Children with Autism
by PrAACtical AAC blog
This post describes an intervention called “Text-Based Aided Language,” or TAL. It describes how to integrate text into everyday interactions to support communication. The strategy is applied to individuals who have communication challenges who also have strengths in reading/writing.
What goes into teaching children to answer WH questions?
by by Alan Schnee, PhD, BCBA-D from Association for Science and Autism
This post helps explain what is involved in answering WH- questions, and why some of our students may struggle. They go through each wh- word – WHo, Where, Why etc. – and point out the challenges that particular word may present. Really an important read if you want to focus on answering wh- questions to know what is helpful wand what may not be.
PrAACticalAAC blog
by Carole Zangari
The blog shares information about implementing AAC strategies, provides resources, and discusses news of interest to the AAC community. Carole Zangari, a professor and SLP, oversees the blog and regularly contributes content. The posts are created in a very user-friendly format and with accessible language. A rich tagging system makes it easy to find entries on any topic related to AAC. Most entries include multiple links to additional information. There is a new post daily, a video of the week, and a weekly Link Up post of community entries.
PrAACticalAAC Link Up
by Carole Zangari
Once a week the PrAACtical AAC site invites readers to share a link to their own AAC-related content, product, etc. Complete the short form with the basic information that you think would be useful to others in the AAC community. Your link will be posted once it is reviewed by the site moderator.
The AAC Coach
by Kate McLaughlin
The AAC Coach website includes over 100 engaging, graphic documents, each with a specific focus related to good AAC practices. The 1-page documents can be posted as a reminder for adults, shared with team members as part of learning about AAC, or used as a guide to instruction and intervention. Sign in is required to access the free resources, which are added to regularly. Some of the materials are also available in Spanish.
Project Core Professional Development
The Center for Literacy and Disability Studies, Department of Health Sciences, UNC-Chapel Hill
The Project Core modules are a series of videos focused on improving AAC skills of students with high support needs. The modules focus on core vocabulary and range from 6 to 22 minutes in length. Facilitator guides and full documentation of the trainings make them perfect for professional development of instructional assistants or others working with these students.
Talking with Tech Podcast Episode 287: Dr. Barry Prizant (Part 1): Echolalia and Gestalt Language Processing
by Rachel Madel and Chris Bugaj
This episode focuses on the topic of gestalt language with an interview of one of the authors of the early research in echolalia, Dr Barry Prizant. Dr Prizant shares his view of language acquisition as being on a continuum, and emphasizes the need for individualized approaches. He uses the ASHA definition of evidence-based to support the use of gestalt language interventions as a means to establish a stronger research base.
Communication Development Center
by Marge Blanc
One of the most comprehensive sources for all sorts of information on Natural Language Acquisition (NLA) and Gestalt Language Processing (GLP). There are lots of handouts to learn about about characteristics of Gestalt Language Processors and the stages of Natural Language Acquisition.
Let’s Give Them Something to Gestalt About
by The Informed SLP
Review of the research base of the topic of gestalt language processing and the perspective of The Informed SLP research clearinghouse on the topic.
Language Sample Instructions
by Maureen Nevers, M.S. CCC-SLP
Overview of the process of collecting a language sample for identifying baseline and monitoring NLA progress.
Download Link Here
Gestalt Recording Form
by Maureen Nevers, M.S. CCC-SLP
Blank form for recording gestalt, what they might mean, and where they were derived from.
Download Link Here
Communication Tips & Strategies: Aided Language Stimulation (ALgS)
by Autism Association of Western Australia
Nice two-minute overview of what Aided Language is, how to do it, and why it is important. Shows pictures or recorded images as examples of aided language.
.
Aided Language Input Project Core PD Module
by Center for Literacy and Disability Studies
Department of Health Sciences
UNC-Chapel Hill
(18:16) Overview of how to use aided language input strategies to show students what is possible and encourage their use of graphic symbols. Part of a larger set of video training modules aimed at supporting students with communication and emergent literacy..
Speech Without Limits
YouTube Channel created by Jeanna Antrim
The Speech without Limits YouTube channel is a great source for ideas about how to use target core vocabulary across the day. Each video is short (about 2 minutes) and focuses on a single core word. You’ll see examples of activities and hear how you can word things differently to incorporate the use of the target word more often..
by Center for Literacy and Disability Studies University of North Carolina at Chapel Hill
The Bridge is an early literacy and language assessment framework based on observation and portfolio development/analysis. Several documents including an experimental version of the Bridge Assessment Tool can be downloaded on the linked webpage. 9 page pdf
by PROGRESS Center
This series of practice briefs highlight six evidence-based, high-leverage practices that research has shown support implementation of high-quality instructional programming for students with and at risk for disabilities regardless of their identified disability category or grade span.
by The Informed SLP
Review of the research base of gestalt language processing and professional opinion from The Informed SLP research clearinghouse.
This section contains general information about AAC program and documentation.
This section focuses on methods of instruction, specific AAC interventions, and AAC assessment.
All topics related to AAC materials, such as devices, software, and materials. The Medicaid device process is included.
These literacy resources are focused on the emergent reader/writer and are appropriate for AAC users.
This section offers additional information about trainings,
by Carole Zangari
Once a week the PrAACtical AAC site invites readers to share their own AAC-related content, product new, or anything else you’d like other in the AAC community to know about. There is a blank form on the linked page to provide the necessary information. The site is moderated so the link may not appear right away.
by Carole Zangari
The blog shares information about implementing AAC strategies, provides resources, and discusses news of interest to the AAC community. Carole Zangari, a professor and SLP, oversees the blog and regularly contributes content. The posts are created in a very user-friendly format and with accessible language. A rich tagging system makes it easy to find entries on any topic related to AAC. Most entries include multiple links to additional information. There is a new post daily, a video of the week, and a weekly Link Up post of community entries.
Medicaid SGD Evaluation Form
by Department of Vermont Health Access
Required evaluation form for requesting Speech Generating Device to be funded by Vermont Medicaid.
VT Medicaid Medical Necessity Form
by Department of Vermont Health Access
When requesting a speech device from VT Medicaid, the applicant’s Primary Care Physician must complete this form of medical necessity.
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Epic Digital Books
by Epic!
Access 40,000 read books to read aloud and independently, videos, and quizzes. No cost for educators, monthly or annual subscriptions available for families.
Choosing Accessible Grade-Levels Texts for Use in Inclusive Classrooms
by TIES Center
Over 100 graphic organizers for all kinds of applications, free to download.
Tactile Graphic Organizers
by Perkins School for the Blind
Instructions for making two types of dimensional graphic organizers: star and a 2-column. The format can be used with different content to make content more hands-on.
Graphic Organizers
by Freeology
Over 100 graphic organizers for all kinds of applications, free to download.
SnapType App
Animated Short Videos for Speech and Language Therapy
by The Speech Express
This blog post offers ideas of ways to use videos in therapy to support engagement as well as to address a range of language goals. Ideas for what to say or do to elicit specific skills are provided. A list of suggestions and link to some short videos is included.
10 Absurd Wordless Videos That Teach Describing
by Speech is Beautiful
Ten stop-motion videos are shared as tools for using describing words. Aimed at older students (MS, HS), they can provide funny and interesting ways to incorporate describing words into the discussion.
Literacy Motivation Profile
by Gretchen Hanser and Rachel Skinner
Two pages of questions/choices about student’s attitudes, beliefs, experiences, and opinions related to literacy.
All Children Can Read Literacy Skills Checklist
by National Center on DeafBlindness
The checklist describes if/how often specific literacy-related behaviors are observed at home, school or in the community. At the end of each section there is information about where to locate strategies and resources to assist in developing and improving literacy skills.
Literacy Rubric
by Kathy Staugler 2007
One page rubric of literacy behaviors ranging across early emergent, transitional emergent, and early conventional skills. Areas described include:
To use the rubric, start by engaging the student in story reading and/or reading related activities. Observe student’s behaviors and level of participation. Mark the space in each row that most clearly defines the student’s level of concept understanding. At the end, calculate the total points. You will use this information to determine the level of text to select to help the student move further in their skill and understanding.
Emergent Literacy Behaviours Checklist
by Literacy for All
The checklist provides a guide to describe a student’s current behaviors related to literacy. It specifically focuses on emergent literacy skills, going beyond the most basic features to more detailed observations. It can be used periodically throughout the year to monitor progress, inform instruction and document growth. The 10 page document includes one page of items for each of the sections below:
A. Interactions with Books
B. Engagement in the Act of Reading
C. Interactions During Literacy Activities
D. Engagement in Storytelling
E. Interactions with Symbols/Print
F. Drawing/Writing and Representing
G. Alphabet Knowledge
H. Phonological Awareness
The Bridge Assessment
by Center for Literacy and Disability Studies University of North Carolina at Chapel Hill
The Bridge is an early literacy and language assessment framework based on observation and portfolio development/analysis. Several documents including an experimental version of the Bridge Assessment Tool can be downloaded on the linked webpage. 9 page pdf
The Abecedarian Reading Assessment
by Sebastian Wren and Jennifer Wells
The Abecedarian was designed to provide diagnostic information about early reading skills. The 52 page document includes the administration and scoring of items in the sections below:
ASF Educational Webinar Series: IEP Goals for Early Literacy Development for Students
by Angelman Syndrome Foundation
Description
18 Home Activities
by The Speech Express
Short descriptions of 18 activities to help generalize the use of AAC to the home. Each activity includes a description, goals addressed, and suggested age range. Seems slightly geared towards older students (not preschool) which can be harder to find.
Shared Reading with AAC Users
by Life Skills 2 Learn You Tube channel
Short video with on-screen text presentation of good shared reading strategies.
Shared Reading Module
by Project Core
Project Core module that tells and shows how to participate in shared reading for students with complex communication needs who may require AAC.
Shared Reading: It’s All About Interaction The Great Eight
handout by Jane Farrall
One-page graphic guide to using aided language input during reading.
Teaching Communication During Academic Instruction Module
The Center for Literacy and Disability Studies, Department of Health Sciences, UNC-Chapel Hill
This module focuses on basic methods of teaching communication in the context of academic instruction.
This module is part of a series of videos focused on improving AAC skills of students with high support needs. The modules focus on core vocabulary and range from 6 to 22 minutes in length. Facilitator guides and full documentation of the trainings make them perfect for professional development of instructional assistants or others working with these students.
The Communication Matrix
Charity Rowland and DesignToLearn
The Communication Matrix is an assessment tool designed to pinpoint exactly how an individual is communicating and to provide a framework for determining logical communication goals. It was designed primarily for speech-language pathologists and educators to use to document the expressive communication skills of children who have severe or multiple disabilities who are at the earliest stages of communication. Its concise online format is designed for rapid administration by persons familiar with the assessment, and yields a visual profile of the student’s information.
The Pragmatics Profile of Everyday Communication in Children/Adults
Dewart, H. and Summers, S.
.
DAGG-3 Dynamic AAC Goals Grid (2023)
Tobii Dynavox with Vickie Clark
The DAGG-3 is the updated version of a goal and intervention guide distributed by the device vendor Tobii-Dynavox. The 21-page tool identifies sets of skills at five different levels of communication. The skills within each section represent the range of AAC abilities known as linguistic, operational, social, and strategic competencies. The student’s abilities are identified from within these sets and potential goals and intervention targets are selected with basic steps for monitoring progress included.
This tool can be helpful for thinking of the types of goals that are important to AAC users. The organized, color-coded sections make the complex process a little easier to navigate. The goals need to be individualized but getting some ideas on what to target can be really helpful for SLPs who do not have a lot of experience with writing those types of goals.
Tobii-Dynavox does require that you sign up to get access to their resources.
Assessing Students’ Needs for Assistive Technology
by Wisconsin Assistive Technology Initiative (WATI)
The WATI group has a long history of offering quality materials related to assistive technology (AT). The student assessment guide is divided up into chapters that include forms, checklists, and instructions. They provide a comprehensive look at the student across all areas that might be related to AT – sensory, motor, cognitive, communication, and more. The checklist format and details make it a nice tool for looking at the breadth of issues within and across a domain. The AAC section can be used as part of an AAC/AT evaluation.
RUBRIC for EVALUATING the LANGUAGE of APPS for AAC: RELAAACs
by Carole Zangari
This rubric is a user-friendly reference for considering the features of AAC apps as part of a comprehensive evaluation. Fifteen different app features are listed, related to communicative functions and language learning characteristics. The app being considered is rated from 1 (does not support) to 5 (fully supports) for each feature. The levels have a short description along with the number value, making it easier to determine where a particular app would fall. Calculating the total score across all the features is one way to compare apps. Looking at the descriptions associated with the higher ratings is a good reminder what we would expect to see (and use) in a robust communication system.
AAC Finders Checkllist
by Assistiveware
text
Form
AAC Needs Assessment
by Tobii Dynavox
AAC Evaluation Summary
by Georgia Project for Assistive Technology
Rubric for Evaluating the Language of Apps for AAC: RELAAACs
by Robyn Parker and Carole Zangari
AAC Skills Assessment-R
by Vickie Clarke
Link AT’s Choosing A Communication Device: Considerations and Feature Matching
Feature Match Checklists
by Scott Marfilius & Kelly Fonner
UW Health AAC Feature Matching Overview
by University of Wisconsin Hospital and Clinics
WATI Assistive Technology Checklist
by Wisconsin AT Initiative
videos by PRC Language Lab
Provides a goal-writing framework, assessment tools, and resources to write meaningful goals for individuals who use AAC. Pathways is a free app from Saltillo that follows the same process.
by PRC Language Lab
The series has two levels of monthly vocabulary words along with a comprehensive set of ideas, resources, and materials.
Website by Kate McLaughlin
The AAC Coach is a website that is maintained by Kate McLaughlin, an SLP in Connecticut. who specializes in AAC. She has created over 100 graphic documents, each with a specific focus related to AAC practice. The materials can be used as reminder posters on the wall or as a guide to support instruction and intervention.
at Vanderbilt University
The IRIS Center is a national center dedicated to improving education outcomes for all children, especially those with disabilities birth through age twenty-one, through the use of effective evidence-based practices and interventions
by PROGRESS Center
This series of tip sheets introduce key components of the individualized education program (IEP). They include brief summaries of federal regulations, tips for implementation, and resource.
Professional Development Website
Provides information, resources, tools, and technical assistance services to support local educators and leaders (K through transition age) in developing and implementing high-quality educational programs that ensure students with disabilities have access to free appropriate public education (FAPE) which allows them to make progress and meet challenging goals.
by Center for Literacy and Disability Studies, Department of Health Sciences, UNC-Chapel Hill
The Project Core implementation model is aimed at helping teachers provide students with significant cognitive disabilities and complex communication needs with access to a flexible Universal Core vocabulary and evidence-based instruction to teach them to use core vocabulary via personal augmentative and alternative communication (AAC) systems.
by Literacy for All
The checklist provides a guide to describe the student’s current behaviors related to literacy. It can be used several times throughout the year to monitor progress, inform instruction and document growth. The Observation Notes section can be used to record the learning context, observations and reflections. This includes the use of scaffolds, assistive technologies or communication devices that support this student’s access to literacy.
The 10 page document includes one page of items for each of the sections below:
by Karen Erickson – Director of the Center for Literacy and Disabilities Studies, UNC Chapel Hill.
Keynote speech for International AAC Conference, 2019. 54:43
by Project Core
Training in how to participate in shared reading for students with complex communication needs who may require aac
by University of North Carolina
Books for beginners of all ages.
by Epic
Access 40,000 read books to read aloud and independently, videos, and quizzes. No cost for educators.
website by Jane Farrall
Different areas of emergent literacy are listed, with links to pages in the site that provide more detail and resources for each:
by
Training in how to participate in shared reading for students with complex communication needs who may require AAC
handout by Jane Farrall
One-page graphic guide to using aided language input during reading.
Video by Jane Farrall
55:26 View a video on emergent literacy for students with complex needs with an emphasis on writing
by Maureen Nevers, M.S. CCC-SLP
Overview of the process of collecting a language sample for identifying baseline and monitoring NLA progress.
by Center for Literacy and Disability Studies
Department of Health Sciences
UNC-Chapel Hill
(18:16) Overview of how to use aided language input strategies to show students what is possible and encourage their use of graphic symbols. Part of a larger set of video training modules aimed at supporting students with communication and emergent literacy.
by Gretchen Hanser and Rachel Skinner
Two pages of questions/choices about student’s attitudes, beliefs, experiences, and opinions related to literacy.
by Sebastian Wren and Jennifer Wells
The 52 page document includes the administration and scoring of items in the sections below:
from Michigan Literacy via Reading Rockets
Two-page chart of concepts, prompts, and responses for eliciting early emergent literacy behaviors with a scoring checklist.
by National Center on DeafBlindness
The checklist describes if/how often specific literacy-related behaviors are observed at home, school or in the community. At the end of each section there is information about where to locate strategies and resources to assist in developing and improving literacy skills.
by Kathy Staugler 2007
One page rubric of literacy behaviors ranging across early emergent, transitional emergent, and early conventional skills. Areas described include:
To use the rubric, start by engaging the student in story reading and/or reading related activities. Observe student’s behaviors and level of participation. Mark the space in each row that most clearly defines the student’s level of concept understanding. At the end, calculate the total points. You will use this information to determine the level of text to select to help the student move further in their skill and understanding.
from AssistiveWare blog
Short read of six ways to build communication partner skills: model, comment, pause, appropriate prompts, respond, and accept all forms
by Autism Association of Western Australia
2:16 Nice overview of what Aided Language is, how to do it, and why it is important. Shows pictures or recorded images as examples of aided language.
by PRC / Saltillo
From Chat Corner resources page, select:
by Speak for Yourself
Graphic organizer to collect words associated with an activity for aided language input.
by Maureen Nevers, M.S. CCC-SLP Vermont I-Team
Instructional program outlining the process for identifying descriptive vocabulary related to curriculum content.
by Maureen Nevers
Description
by Emily Macklin, M.S., CCC-SLP at AAC in the Cloud. 2022
Learn what makes a “good” tangible symbol including considerations when making them that I have found to be successful. Demonstrating how this form of AAC can be powerful tool to provide access to AAC, not just in school, but also at home and how they can be used to facilitate and open doors for community interactions.
links to page sections
Vision and Hearing Assessments
Motor Skills Assessments
Communication Skills Assessments
Adaptive Behavior Assessments
Literacy Skills Assessments
Number Skills Assessments
Other Assessments
PowerPoint Presentation
Contacts
sections
Literacy Skills Assessments
source
source
Number Skills Assessments
source
Vision and Hearing Assessments
Adaptive Behavior Assessments
Other Assessments
•KeyMath-3 DA (KeyMath-3 Diagnostic Assessment)
•KTEA-3 (Kaufman Test of Educational Achievement | Third Edition)
•WJ-IV (Woodcock-Johnson Tests of Achievement| Fourth Edition)
•OWLS-II (Oral and Written Language Scales | Second Edition)
•PPVT-5 (Peabody Picture Vocabulary Test | Fifth Edition)
•Sensory Profile 2 (Sensory Profile 2)
•TOWL-4 (Test of Written Language | Fourth Edition)
•Vineland-3 (Vineland Adaptive Behavior Scales | Third Edition)
•WIAT-4 (Wechsler Individual Achievement Test | Fourth Edition)
•WISC-V (Wechsler Intelligence Scale for Children | Fifth Edition)
•(CASL-2) Comprehensive Assessment of Spoken Language, Second Edition
PowerPoint Presentation
Contacts
source
by Autism Association of Western Australia
2:16 Nice overview of what Aided Language is, how to do it, and why it is important. Shows pictures or recorded images as examplesof aided language.
Project Core
(18:16) Overview of how to use aided language input strategies to show students what is possible and encourage their use of graphic symbols. Part of a larger set of video training modules aimed at supporting students with communication and emergent literacy.
Maureen Nevers
Maureen Nevers
source
description
from Speak for Yourself
description
source
PRC Saltillo
From Chat Corner resources page, select:
from AssistiveWare blog
Short read of six ways to build communication partner skills: model, comment, pause, appropriate prompts, respond, and accept all forms
