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Supporting our Students

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Nicole Macy-Robertson

on 20 April 2017

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Transcript of Supporting our Students

Supporting Students
who use AAC-Part 3

Autism Spectrum Disorder
-Disorder of brain development characterized by difficulties in social interaction, verbal/nonverbal communication and repetitive behaviors
Spectrum disorder-each individual with ASD is unique with varying degrees of involvement
-CDC 2014 Statistics- 1 in 68 children in the US has ASD
(1 in 42 boys, 1 in 189 girls)
-Current research suggests ASD is likely caused by a combination of autism risk genes and environmental factors influencing early brain development
-Higher rate of psychiatric disorders that can
co-occur when compared to children
without autism

-Repeating exactly what was heard
-High-frequency characteristic within autism
-Positive features: indicates the ability to produce speech, imitation means progress in language development, indicates an awareness of conversational turn-taking
-The goal is to 'shape' and not extinguish
-Non-meaningful utterance-Adult: What do we do with a pencil?, Student: A pencil
-Meaningful utterance-Adult: Pencil does what?, Student: Write.
Perspective Taking
Nicole Macy-Robertson
Assistive Technology Coordinator
AAC & Behavior
AAC & Autism

Carly Fleischmann
Thank You:)
-Creating new habits around AAC
-Communication expectations
-Language IN=Language OUT
-Breaking down barriers
-Become a Bucket Filler

3 Power Tools for Communication & Behavior
1. Choice Boards
gives learner power but under our guidelines
student learns more communication while having less power struggles/behavior challenges
Opportunity to teach choice making, expression of desired objects/activities, conversational topics, people to talk too, and any other choice options.
3 Power Tools for Communication & Behavior
2. First–Then Boards
Helps learner complete a less desired task/activity
Only works effectively when the student does not want to complete the ‘first’ activity but really does want to complete the ‘then’ activity (‘first clean up’ then go outside’
Teaches understanding of communication & language, decision making & self talk (if I finish the ‘first’, I can do the preferred ‘then’).
3 Power Tools for
Communication & Behavior
3. Stop/Go Sign
Lets students know our expectations
Visual guide to rooms, boxes, areas, etc. that are on and off limits
Use the ‘stop/go’ sign in situations that sometimes the sign will be on ‘stop’ and sometimes it may be on go’
Integration Disorder
AAC & Autism
-Behavior is often a very accurate reflection of their neurological state
-Develops Self-talk
-Makes language concrete and stable
-Honors ASD strengths of visual mode and need for repetition
-Becomes "middle man" during a crisis & can reduce power struggle
-Provides a mode to develop communication skills & social interaction around preferred topics
"Follow their Flashlight"
Full transcript