how to implement core language systems at school for communication

1. CoreVocabulary
Implementation
By Kate Ahern, M.S.Ed.
Easter Seals Massachusetts

2. Motivate, Model, Move out of the
Way!

3. Use Motivating Activities

4. Model, Model, Model

5. “From the moment a baby is born,
they hear and respond to the
spoken word.We bombard that
infant with language for the first
12-18 months of their lives. During
that time, we do not expect that
they will utter a single
understandable word.”
http://atto.buffalo.edu/registered/ATBasics/Populations/aac/consider.php
When do you stop?

6. Aided Language Stimulation
Aided language stimulation (ALS) is a communication strategy,
where a communication partner teaches symbol meaning and
models language by combining his or her own verbal input
with selection of vocabulary on the Augmentative and
Alternative Communication (AAC) system.

9. Linda Burkhart
www.lburkhart.com

10. “The average 18 month old child has been exposed to
4,380 hours of oral language at a rate of 8 hours/day
from birth. A child who has a communication system
and receives speech/language therapy two times per
week for 20-30 minutes sessions will reach this same
amount of language exposure in 84 years.”
–Jane Korsten

11. What is Aided Language Stimulation?

12. Best Practice
• ALS is best practice for all
individuals learning to use
all types of augmentative
communication
• ALS is research based with
studies dating back to 1988
• ALS teaches
communication on a speech
device in the way that verbal
children learn language.
• ALS also teaches children
how to think about
language.

13. ALS Procedure
• Gain student’s attention – if
possible – but it that is
impossible or unlikely model
anyway!
• Use AAC to model core language
as you speak
• Start with modeling one or two
key words increase as you and
the child learn the system
• If you get stuck verbally work
through your reasoning as you
look for language on the device

14. ALS Skills to Know
• Using Non-Verbal Junctures
• Non-verbal cue (facial expression,
body language) by the adult that
happens before language modeling
• Serves to gain attention
• Decreases verbal distraction
• Sets the stage for what will happen
next

15. ALSTips
• Using light cues
• Use a flashlight or laser pointer to point to
symbols
• Children with visual issues or developmentally
below 8 months may have trouble with
looking at what you are pointing to instead of
your finger
• Allows more physical space between you and
the learner which is good for developing
boundaries and projecting and image of
competence to typical peers

16. ALSTips
• Recasting
• Recasts serve to add or correct information
without obstructing the natural flow of
communication.
• Recasting is another form of modeling.
• The adult modifies a learners utterance by
adding new or different grammar (syntactic) or
word meaning information (semantic)
information.
• Child says “more”, adult models one step
ahead, “want more” or “I want more”

17. ALS Skills to Know
• DescriptiveTeaching Method
• Rephrase your
questions/comments to the AAC
user to allow them to answer
with core words
• Instead of “What landform is
surrounded by water?” ask,
“Where is the water around an
island?” (answer could be “all
around” or “everywhere”) or
“What is around an island on all
sides?” (answer would be
“water”)

19. Classroom
Natural Aided
Language
Communication
Boards/Systems
1. Using posters (make at an
office store) or decals
(CafePress will make them)
or just enlarged
photocopies you can have a
classroom sized
communication board for
modeling
2.Using a projector or
smartboard you can display
a communication app or
software for use for
modeling

20. Move Out of theWay!
• All wait time. Then allow more wait time!
• Leave the device set up
• There is no such thing as "device time being over" or
"being too tired".
• If someone is too tired to communicate then they
just won't say anything.
• It is fine to have a device set up and then not say
anything!
• Use the an expectant pause
• Use the prompt hierarchy
• Physically back up, give space
• Allow the user to talk with new people in new places!
• Moving out of the way means letting life unfold and being
ready for the surprises your student throws at you.
• You never know what someone will to say until you give
them the time and space to say it!
• Encourage “talking to yourself!”
• Don’t forget to give them wait time! Pressuring them gets
in the way.