March Speech and
Language NewsletterAlternative/augmentative communication. It is a significant part of many individual speech and language goals here at Madison.
Alternative or augmentative communication (AAC) is the use of a communication mode (other than verbal) to support, enhance or augment the communication of individuals who have severe expressive communication disorders. AAC may be used with children who have an absence of verbal language due to a variety of different reasons, limited verbal skills, or unintelligible speech.
Forms of AAC include, but are not limited to, gestures, (in addition to hand gestures, this includes facial expressions, eye gaze, and body postures), signs, pictures, photographs,
electronic devices with voice output, and even computers.AAC used at Madison
We choose AAC based on individual needs and abilities. We utilize any verbal language or vocalizations a child may have. Use of AAC often gives a child with limited verbal skills or unintelligible speech a way to communicate while we continue to work on improving their verbal skills and/or articulation/pronunciation.
The following is not a comprehensive list, but includes some of the forms of AAC that is currently being used with many of the students here at Madison:
*** Big Mack (single switch voice output device)
*** Communication board or book
*** Picture Exchange Communication System (PECS)
*** Manual signs
*** Twin Talker (2 message voice output device)
*** Black Hawk (multi level voice output device)
Pat Cunningham and Gretchen Granica, Speech-Language Pathologists
(734) 246-8383 ext. 208
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February Speech and Language Newsletter
Understanding of language is the foundation for developing expressive language skills. You may hear understanding of language referred to as receptive language, language comprehension, or auditory comprehension. Auditory processing is the manner in which auditory/verbal information is translated into a meaningful message. The following are suggestions to improve language comprehension and processing:
Children with auditory comprehension and processing impairments, especially those with special needs, often require more time to process verbal information. Talk slowly and wait patiently for responses.
If your child does not respond after you’ve given them time, repeat the message. Be careful not to bombard your child with repetition.
Keep questions and directions short and simple.
Talk about things that are in immediate context.
Gestures or pointing may increase understanding.
Gain your child’s attention before you begin talking to them. Call their name, or touch their arm to let them know you are addressing them.
Emphasize important words.
Don’t ask too many questions. Provide verbal models using statements.
Laura uses her communication device to express her needs.
Speech and Language Tips
In order to continue to make progress during the summer, the following are some suggestions (some from previous newsletters, and some new):
Take advantage of summer vacations to teach your child new vocabulary, social skills, etc. Involve your child in new and familiar routines.
Remember to use language matching the level of your child’s understanding.
If your child uses a communication book or PECS at home, please continue to use it over the summer, so that skills will remain consistent.
Enrolling your child in summer activities will encourage socialization and communication development. Examples are community "day camp" programs, tee ball, etc.
Setting play dates with children of family and friends is a good way of establishing social interactions with peers, and will also encourage communication development.
Set aside time to play with your child. Encourage and model appropriate play with a variety of different toys at your child’s developmental level.
Talk about what your child is doing and what you are doing.
Remember, using gestures along with words increases understanding.
Try not to bombard or overload your child with too many questions. Provide models using statements.
Provide opportunities for your child to make their choices between objects.
Give your child ample time to respond.
Getchen Granica, Speech-Language Pathologist
(734) 246-8383 ext. 208
Communication Board
For this newsletter, I thought I would give you some general information on alternative/augmentative communication. It is a significant part of many individual speech and language goals here at Madison.
Alternative or augmentative communication (AAC) is the use of a communication mode (other than verbal) to support, enhance or augment the communication of individuals who have severe expressive communication disorders. AAC may be used with children who have an absence of verbal language due to a variety of different reasons, limited verbal skills, or unintelligible speech.
Forms of AAC include, but are not limited to, gestures, (in addition to hand gestures, this includes facial expressions, eye gaze, and body postures), signs, pictures, photographs,
electronic devices with voice output, and even computers.AAC used at Madison
We choose AAC based on individual needs and abilities. We utilize any verbal language or vocalizations a child may have. Use of AAC often gives a child with limited verbal skills or unintelligible speech a way to communicate while we continue to work on improving their verbal skills and/or articulation/pronunciation.
The following is not a comprehensive list, but includes some of the forms of AAC that is currently being used with many of the students here at Madison:
Big Mack (single switch voice output device, seen below)
Communication board or book
Picture Exchange Communication System (PECS)
Manual signs
Twin Talker (2 message voice output device
Hip Talker (voice output device with 4 or 10 messages worn around the waist)
Talk Trac (a voice output device worn like a watch, that has 4 message)
Big Mack Communication Device
February Speech and
Language Topic and TipsUnderstanding of language is the foundation for developing expressive language skills. You may hear understanding of language referred to as receptive language, language comprehension, or auditory comprehension. Auditory processing is the manner in which auditory/verbal information is translated into a meaningful message. The following are suggestions to improve language comprehension and processing:
Children with special needs often require more time to process verbal messages. Wait patiently!
If your child does not respond after you’ve given them time, repeat the message. Don’t repeat more than a few times, or your child may be overwhelmed!
Use a slow rate of speech. If you’re talking fast, your child may miss part or all of the message.
Keep questions and directions short and simple.
Talk about things that are in the immediate context.
Gestures or signs may increase understanding.
Gain your child’s attention before you say something to them. Call their name, or touch their arm to let them know you are addressing them.
Emphasize important words.
Don’t bombard your child with too many questions. Provide models using statements.