Talking With Tech AAC Podcast

Happy New Year! This week, the TWT team would like to share five “Small Talks”, each 7 minutes or less, that we recorded with TWT guests Dana Nieder, Erin Sheldon, Lindsey Paden Cargill, Eleanor Francis, and Tabi Jones-Wohleber! In our first Small Talk, Chris chats with Dana Nieder about her 21-day modeling challenge. Dana shares about how she helped people to stay on track with the challenge, gave people new ideas for modeling, and bringing the device along with the family! Second, Erin Sheldon talks about what she learned listening to feedback from adult users of AAC. This included how to be a better speaking partner with AAC users, why finding out how an AAC user wants to communicate with you is so important, and the need for respecting the privacy of AAC users (e.g., asking permission to use their device, check their message history, etc). Third, Lindsey Paden Cargill chats about things she does to generate language with students and make learning fun! Helicopter toys, balloons, spin art – Lindsey shares how she uses activities to engage and motivate her students to learn language! Fourth, Eleanor Francis discusses how her school’s AAC users use the Square app to collect payment for their school’s coffee club! Her students are using the same app as stores use in the community, and the results have been great! Finally, Tabi Jones-Wohleber talks about “Camp Gizmo”, a summer “camp” where parents, graduate students, and professionals learn hands-on how to help young children with multiple assistive technology needs! We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

Happy holidays from everyone here at the TWT team! This week, join Rachel, Chris, Matt Hott of the SpeechScience podcast, and Mai Ling Chan of the Xceptional Leaders podcast as they gather for a special holiday episode! These four podcast hosts tackle several “behind the scenes” questions about their podcasts, including: What is the hardest thing about being a podcast host? What is the dumbest thing you have said when recording? Why did you say “yes” to starting a podcast? We hope you enjoy listening to this episode as much as we enjoyed making it! We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

This week, the TWT team interviews Curt and Ana Warner! Curt and Ana are authors, presenters and the parents of four children, including two boys with autism. Before the interview, Chris and Rachel discuss questions that Chris received during a recent assistive technology event, including: How can we hear more success stories from users? Where should we store large backups of AAC devices? Why is feature matching important? They also talk about Joy Zabala’s SETT framework (student, environment, task, tool) and how understanding problems through this framework can lead to more efficient and effective solutions. Next, Rachel and Chris sit down for a touching and informative interview with Curt & Ana! Curt is a Former Pro Bowl NFL running back who played for the Seattle Seahawks and Los Angeles Rams. His wife, Ana, has dedicated her life to caring for her family and studying the treatment of autism. In the interview, Curt & Ana discuss their experience parenting twins with severe autism, how judgment from others was so challenging when their children were young, and how they have stayed together through the ups and downs of parenthood. Curt & Ana share about dealing with complex communication needs, and how difficulty communicating may have caused self-injurious behavior. Finally, Curt & Ana share about the emotional highs and lows of parenting children with autism, and why acceptance and love are so important to them. Curt & Ana’s book, The Warner Boys: Our Family's Story of Autism and Hope, is available now! For more information, visit bit.ly/thewarnerboys We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes - it helps others to find us!

The TWT team is excited to bring you more interviews from ASHA - this week from Jenna Rayburn Kirk of Speech Room News, Marlene Cummings, and Matt Hott of the SpeechScience Podcast! Before the interviews, you won’t want to miss Rachel and Chris’s discussion of coordination between school and private SLPs! What happens if there is disagreement about the best AAC solution? Why do we need to communicate and come to agreement about this? How can we collaborate more effectively? How can even parents be a roadblock to collaboration? Rachel and Chris cover solutions you can use right away to help coordinate better with your peers, including scheduling apps and feature matching meetings! They also discuss strategies for getting along with people we disagree with, such as finding something in his or her idea to validate. Next, Rachel sits down at ASHA with the always entertaining Jenna Rayburn Kirk! Jenna and Rachel have a lively discussion about how ASHA has changed over the past few years, including an increased awareness of bloggers, increased utilization of social media, and more interest in online resources! Jenna also discusses why she thinks Teachers Pay Teachers has become so popular, and why services that provide clinicians with useful research, like The Informed SLP, are so important! Following Jenna's interview, Rachel interviews Marlene Cummings, AAC specialist from Oakland Schools in Michigan! Marlene discusses why AAC specialists can’t be the “expert” any longer, and why it is so important for us to “share the wealth” of AAC with as many people as we can! Marlene shares a few ideas from her presentation, including supporting professionals directly in the classroom, coordinating teacher-directed vocabulary instruction, and more! Finally, Matt Hott of the SpeechScience Podcast calls into ASHA to interview Rachel about her favorite parts of ASHA, and what her plans are for ASHA 2020 in Orlando! We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes - it helps others to find us!

This week, the TWT team presents three live interviews from ASHA with Jill Senner & Matt Baud, Meredith Poore Harold of The Informed SLP, and TWT listener Ashley! Before the interviews, Rachel and Chris talk about all the great things that happened during Rachel's time speaking, connecting, and learning at ASHA 2018! Next, we hear from Rachel’s interview at ASHA with Jill Senner & Matt Baud! They briefly discuss Jill & Matt’s talk on parent instruction and partner-augmented input with Kathleen Post, including the importance of pre-testing with video, why we need to move to a collaboration model, and things to get the ball rolling with AAC as a school-based SLP. Jill & Matt were kind enough to share the handouts from ASHA at www.talcaac.com! For the second of Rachel’s interviews from ASHA, we hear from Meredith Poore Harold, owner of The Informed SLP! She talks about how The Informed SLP (theinformedslp.com) takes journal articles relevant to clinical practice and discusses why the article is important to know about and what the findings were. Meredith also teases a post on her site that details how to get a lot of different academic journal articles for free! Finally, Ashley, an awesome TWT listener, asks Rachel some questions about AAC! These questions include when to incorporate core words on a new AAC user’s device, when “quick fire” phrases are (and are not) a good idea, and when we should introduce more grammatical morphemes as we model and recast! We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

This week, the TWT team interviews Erin Sheldon, literacy and language development specialist for AssistiveWare and school inclusion consultant! Erin shares from her experiences working with visually-impaired AAC users, both professionally and as the parent of a teenager diagnosed with autism and Angelman Syndrome. Before the interview, Rachel and Chris discuss some of their experiences with visual impairments and AAC, including teaching a student with CVI to communicate with visual & auditory scanning, using high-contrast images on AAC, teaching literacy using braille stickers, and the importance of AAC modeling with visually-impaired students! Next, Erin shares about her daughter’s CVI, an impairment of the brain’s ability to process visual information. She discusses how they have taught her daughter to use a modified PODD system, and why it has been important that they have always presumed competence. Erin also shares about: 1. Why we “can’t hold a student’s language hostage to their vision” when implementing AAC. 2. Why moving to AAC more quickly can be very beneficial to language development, because children with CVI may understand symbols better than photographs. 3. What partner assisted scanning is, why it is so important for some users, and how it can help build a language foundation faster than when communication is only verbal. 4. What verbal referencing is, and why verbalizing what you understood from a person’s behavior can help improve language development. 5. Why making grids with too few icons OR too many icons can cause students with CVI to plateau. 6. Why we need to look what someone with can access, not just what he or she can see. 7. How to take advantage of colors that are easier to visually identify for some people with CVI, and how mentioning coloring during modeling can help the child connect the color and the icon. 8. How visually-distinct, high-contrast symbols can be effective for students with CVI. 9. Why maintaining the motor plan and icon location is so important for AAC users with CVI. We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us! For more links, information, and resources from this episode, visit our podcast page at bit.ly/twtpodcast

This week, TWT interviews Adrienne of “Learn with Adrienne”, an SLP who specializes in early intervention. Through online videos, she has taught thousands of people how to use sign language to support a child’s language development. She and Rachel discuss several topics, including how sign language and high-tech AAC can be used as part of a multi-modal approach! Before the interview, Chris and Rachel talk about motivation and why it is such an important part of any intervention. Rachel shares a personal story about a difficult conversation she had with a peer, and why it is important not to be too hard on ourselves when there is a breakdown in communication. Rachel also talks about why we should “inspire not require” our students to communicate, and why placing repeated demands can be so disruptive to progress. Finally, Chris asks why we can't have an AAC course in high school or college - maybe even one that satisfies a language credit! Next, Rachel interviews Adrienne! They discuss: 1) How Adrienne became interested in early intervention and sign language, 2) How research indicates that learning sign language doesn’t limit spoken language growth, 3) Why teaching sign language can help a child receive more positive feedback, 4) Why it can be helpful to teach students more than one communication modality - e.g., teach both sign language and high-tech AAC devices as needed, and 5) How we should receive an approximation of a sign when a child has their own way signing something! We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

This week, TWT interviews Jenna Rayburn Kirk, the ultra-creative school-based SLP, blogger, and TPT contributor! Jenna shares about how she got started creating resources, the kinds of AAC resources and materials that she thinks are effective, and how she continues to try and create resources that people really need! Before the interview, Chris and Rachel discuss their own experiences with making materials and, in Rachel’s case, why she recently decided to create a Teachers Pay Teachers page. Rachel and Chris also talk about some apps that they have used recently in therapy, including Choice Works and AR Dragon. Finally, Chris discusses “core kits,” a low-tech core vocabulary strategy that could save the day when you need a quick therapy idea. Next, Rachel interviews Jenna Rayburn Kirk! Jenna talks about how she juggles being a full-time school SLP, AAC specialist, and an entrepreneur; why she is motivated to share her ideas; and how she has gotten to be so popular (over 25,000 followers) on Teachers Pay Teachers! Jenna covers useful topics in AAC and materials creation, including: 1) Why parent handouts are such an effective way to improve AAC implementation at home 2) Why it is helpful to be specific about how to get modeling and working on core vocabulary 3) Why we need to be flexible in how we approach asking for help from the circle of support 4) Why getting buy-in from someone is easier when you show them how you are solving a problem they have. 5) Why it is so important to build strong relationships with teachers, caregivers, and parents 6) Why some students need a “short term” assistive technology plan; not everyone who needs AAC needs it for years. 7) How a school can fill the gap between identification of an AAC need and getting a device funded by having devices available to everyone in the classroom. 8) Why “waiting for words” can delay language too much, because “there is no reason to stunt expressive language while we wait for speech sounds.” To learn more about Jenna & get access to her TPT store, visit https://thespeechroomnews.com. For access two free resources from Rachel and the Building Sentences board discussed on the podcast, visit http://bit.ly/RachelMadelTPT We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

This week, TWT interviews Dana Nieder about her journey as an advocate, writer, AAC specialist, speech-language pathologist, and AAC mom! Dana shares about how she always presumed her daughter’s potential, why she shared about her experiences on blogs and social media, and what her many experiences have taught her about AAC! Dana shares many helpful insights, including: How to deal with members of the circle of support who believe that an AAC user must “prove” they can use a high-tech device before one is provided to them; Why parents can be such valuable resources and why they are such a key part of any successful intervention; Why everyone in the circle of support needs to believe an AAC intervention will be successful; Why we must presume that people with complex communication needs have the potential to succeed; How to "invest" in an AAC user's circle of support, and why their buy-in and motivation is critical to success; Why we need to change how we support AAC depending upon both a person's role and his or her comfort level with AAC; Why we should share AAC modeling videos with people who are unfamiliar with modeling on an AAC device; Why watching a video of a successful adult AAC user can be so motivating to the circle of support; and much more! We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

Join the TWT team this week for a roundtable discussion about writing Individualized Education Plan (IEP) goals for students with complex communication needs (CCN). Topics discussed in this roundtable include: Why augmentative and alternative communication (AAC) devices should be used in early intervention and not just as an ‘intervention of last resort” for students with CCN. Using the accommodations section to detail what the student needs as part of his or her free appropriate public education. Adding minutes for coaching the circle of support about AAC on the IEP as a “related service” instead of a “direct service” Why listing a specific system or app in the IEP can cause problems, and how those problems can be avoided by describing, rather than naming, the system. Why accessories for AAC devices (keyguard, switches) should be included in the IEP. Why new training goals may be important when there is a major change in the circle of support. Why being specific about what you are going to measure in a goal is critical when you are measuring it later. The need to go beyond requesting when writing goals - include commenting protesting, asking questions, etc. AAC therapy is language therapy - in many cases you don’t even need to mention the system or app when writing a language goal Who should be responsible for an AAC-related goal on the IEP? We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

The TWT team is joined this week by Lindsey Paden Cargill, a speech-language pathologist and AAC specialist who works at Bridgeway Academy in Columbus, Ohio! Lindsey is the creator of the Chatterbox Challenge, an event that seeks to improve the modeling and prompting skills of caregivers and teachers of children who use AAC. During this challenge, caregivers and teachers communicate in a social setting using their student’s AAC device and no oral language! Before the interview, Rachel and Chris share some modeling “tips and tricks” for AAC communication partners that can be used to improve modeling and prompting. Some of these tips include: Using an AAC app’s search function instead of visual scanning when looking for a vocabulary word, Modeling for the student at their language level (or one step above), Coordinating “core word of the week” at home and in the classroom, Using peers and siblings as modeling “buddies,” and Using “scripts” describing how to model a particular book to increase AAC modeling during shared reading time. Following this discussion, Chris connects with Lindsey Paden Cargill to talk about her work with AAC and the Chatterbox Challenge! First, Lindsey shares about how her efforts to improve modeling among teachers led to the creation of the Chatterbox Challenge, and how parents became motivated to become involved as well. Next, Lindsey and Chris discuss how the Chatterbox Challenge teaches modeling by asking caregivers and teachers to use the devices to communicate. AAC communication partners learn how powerful a robust AAC system can be and how these systems can be used for more than basic requests. Finally, Lindsey discusses some of the rules for the Chatterbox Challenge, and how listeners can start a Chatterbox Challenge of their own! We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes- it helps others to find us!

This week, the Talking with Tech team is joined by Dr. Rebecca Moles, a pediatrician who specializes in child abuse, to discuss how we can recognize and prevent the abuse and neglect of people with complex communication needs (CCN). Before the interview, Rachel, Lucas, and Chris connect to talk about some of their experiences with families dealing with abuse and how core vocabulary has been used in some cases to report neglect. The team concludes with a discussion of what we can do to prepare people with CCN to report abuse when it happens, including teaching the word “hurt”, teaching emotion words, and other strategies. Next, Chris interviews Dr. Rebecca Moles about identifying abuse and neglect, particularly when working people with CCN. Areas covered include: why teaching language is so important to stopping abuse, signs that abuse may be occurring, and what happens (and doesn’t happen) when a report is made to Child Protective Services. We want to know what you think! You can connect with us at our Facebook group Talking with Tech, on Twitter, and Instagram (@talkingwithtech)! Also, please subscribe and post a review for us on iTunes– it helps others to find us! Links: Crime Against Persons with Disabilities, 2009-2014 Statistics (bit.ly/abusestats2014)

This week, the TWT team answers questions from our listeners! They address the following questions: I’ve thought about starting an AAC consulting business, but I doubt at times that I have enough experience. What should I do? What do you think about recent videos from Pyramid/PECS that seem to argue that we shouldn’t introduce core words until a student has already learned a number of fringe words? How can we best talk to parents about interventions that are not evidence-based, like the rapid prompting method (RPM), when the parent has a positive opinion about it? This is one of TWT’s most thought-provoking and interesting episodes. You won’t want to miss it! We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us! Links: PECS & Core Vocabulary 1: http://bit.ly/PECSCoreVocab1 PECS & Core Vocabulary 2: http://bit.ly/PECSCoreVocab2 ASHA Position Statement on RPM: http://bit.ly/ASHARPM

Talking with Tech is joined this week by Julie Freed, an SLP and school-based AAC specialist who helped create the AAC Planning Tool (APT)! Before the interview, Rachel and Chris discuss two communication assessments, the Continuum of Language Expression (COLE) and the Dynamic AAC Goals Grid (DAGG-2). Chris discusses his role in the creation of the COLE, what they considered when making it, and how it can be helpful when assessing emergent communicators. Rachel follows this with a discussion of the DAGG-2 and how it is similar to, and different from, the Communication Matrix. Rachel and Chris also chat about out how these assessments can be used as a baseline to determine the effectiveness of AAC implementation and measure student progress. Next, Chris interviews Julie Freed, the Assistive Technology/AAC Resource Team Lead at Grant Wood Area Education Agency in Cedar Rapids, Iowa. Julie is the co-creator of the APT, a “menu” of AAC assessment tools that helps to guide the dynamic assessment process. It provides key tools to use as part of this process, including communication sampling forms and communication partner worksheets, that are suggested based on the student’s symbolic communication ability. Julie shares about why the APT was formed, the advantages she has seen from using it, and how it has helped to increase AAC competency and interest for many teachers and staff in her area! We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us! Links: Continuum of Language Expression (http://bit.ly/colegooglesheets & http://bit.ly/lcpscolepiktochart) AAC Planning Tool (http://bit.ly/APTbinder) Dynamic AAC Goals Grid (log into mytobiidynavox.com, then follow this path: Community >> Resources >> AAC Goal Writing) "Golden Rules of AAC Competency In a New Era of Communication" Course by Lucas, Chris, & Rachel: (http://bit.ly/GoldenRulesofCompetency)

The Talking with Tech team is joined this week by speech-language pathologist and AAC specialist Eleanor Francis to talk about AAC in Australia, literacy, video modeling, and more! Before the interview, Rachel and Chris mark the beginning of the school year with a discussion of Individualized Education Plan (IEP) meetings. Rachel and Chris chat how they maintain a good relationship with the entire IEP team, how to show the team their views are important, and ways to promote collaboration. Rachel and Chris then briefly touch on wording they try to avoid when writing reports (e.g., do we really know what a student was “able” to do, or just what they did?) and the pros and cons of using video to document client progress. Following this discussion, Chris interviews Eleanor Francis, a speech pathologist who works with students with complex communication needs at a special developmental school in Melbourne, Australia. Eleanor shares about a number of interesting topics, including her tour of the US visiting AAC experts, recent changes to AAC in Australia, lessons learned from the recent ISAAC 2018 conference, and her experiences helping to create a video modeling "TV show" featuring her school’s staff and students called “MeTV”. We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

This week, the Talking with Tech team discusses how to obtain funding for alternative and augmentative communication (AAC) devices with speech-language pathologist and nonprofit founder, Traci Peplinski! Before the interview, Lucas, Rachel, and Chris chat about how to find funding for AAC devices and the need for more financial help for individuals who require AAC but cannot pay for it themselves. Then, the team examines why funding for implementation (e.g., training the AAC user’s circle of support) is such an important consideration when evaluating funding needs. The team concludes by touching on some of the challenges they experience with trialing devices during the AAC assessment process. Following this discussion, Rachel sits down for a conversation with Traci to talk about her nonprofit, A Voice Discovered (www.avoicediscovered.com)! A Voice Discovered provides funding assistance to individuals with complex communication needs in Ventura County, CA. Rachel and Traci discuss why she founded the nonprofit, how it has grown, and how others have used her nonprofit as a model for starting their own! Traci also describes ways that she has helped others find funding assistance, including regional centers, local charities, grants, and donation matching. Finally, Traci discusses her work with The Arc (www.thearc.org) to support adults with complex communication needs, and why helping adults communicate with AAC is so rewarding (and important)! We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

This week, Talking with Tech is joined by Dr. Jill Senner and Matt Baud! Jill and Matt are AAC experts who promote an evidence-based, systematic method for coaching communication partners how to implement AAC through partner-augmented input (PAI). Before the interview, Rachel and Chris discuss why training and coaching communication partners should be thought of as an ongoing process rather than something that happens once or twice in a “training.” Rachel and Chris also talk about why it is important to try and follow evidence-based principles when coaching communication partners and implementing AAC, even if we may not be able to meet that goal all of the time. Following this discussion, Rachel and Chris interview Jill and Matt about teaching communication partners to model effectively, how they came to become interested in partner-augmented input, and lessons they have learned coaching communication partners in a systematic way. Their process is based on Kent‐Walsh & McNaughton’s (2005) 8-step process for communication partner instruction, which includes 1) pretest, 2) strategy description, 3) strategy demonstration, 4) SMoRRES (slow rate, model, respect & reflect, repeat, expand, stop), 5) controlled practice & feedback, 6) stepping back, 7) post-testing, and 8) generalization. Jill and Matt explain why generalization can be achieved effectively using this 8-step process, why this process takes less time than you would assume, and strategies for training family members to provide PAI on a consistent basis. Finally, Jill and Matt share some strategies for integrating their 8-step communication partner process into a variety of settings at home and in the community! Dr. Jill Senner (@JillESenner on Twitter) is a speech-language pathologist, AAC specialist, AAC educator, and owner of the Technology and Language Center! You can find paid and free resources discussing PAI and other topics at her site, talcaac.com! Matt (@Mbaud12 on Twitter) is an AAC coach, educator, trainer, practice owner, and the AT Coordinator for Niles Township District for Special Education. He is also an adjunct AAC instructor at Saint Xavier University. We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

Talking with Tech is joined this week by Speech-Language Pathologist, Author, AAC Specialist, and CEO of Communication Circles, Betsy Furler! Before the interview, Rachel and Chris engage in a discussion of several “back to school” topics, including: the importance of presuming that all of our students are competent enough to communicate, using the excitement of a new school year to promote AAC intervention, what to do when teachers and/or staff are more familiar with one app than another, and the idea of teaching 80% core words and 20% fringe words. Following this discussion, Lucas interviews Betsy Furler about her career as a consultant, advocate, author, business owner, and SLP! Betsy shares why she has focused her career on using technology to improve the lives of others, how she manages such a hectic schedule, and why blocking out “focus time” is so critical to her productivity. Then, Betsy discusses her work to bring technology and people with disabilities together through bridgingapps.org. Finally, Betsy shares practical tips learned about running her own practice (communicationcircles.com); her strategy for hiring and retaining great SLPs; and the why letting go of perfectionism is so important. We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

Talking with Tech is joined this week by Carrie Baughcum, a special education teacher who teaches language and literacy using a form of drawing called “sketchnoting”! Before the interview, Chris and Rachel discuss how to make drawing a language-rich activity, the benefits of child-directed therapy, and ways they incorporate drawing into their own therapy. Next, Chris is joined by Carrie Baughcum to talk about how she uses sketchnoting to improve visualization and teach language. During sketchnoting, Carrie reads a story (or teaches a lesson) while both she and the students draw several pictures about what they are thinking. In the interview, Carrie shares the story of how she and a friend turned sketchnoting into a classroom activity, and why this approach helps her students understand and remember material better. Carrie and Chris also discuss how to teach core words with sketchnoting, ideas for getting everyone to draw - no matter their skill, and more! You can connect with Carrie on Twitter (@heckawesome) or at her website (carriebaughcum.com)! We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

This week, Chris interviews Nicole Wingate and Angie Sheets! Nicole is a Speech-Language Pathologist and Angie is an Intensive Intervention Specialist who created a series of online videos teaching high-frequency, versatile vocabulary words (i.e., core vocabulary). Before the interview, Rachel and Chris discuss topics related to using videos in their own practice, including: the difference between using videos for instruction and as a reward, using short animated films to model core vocabulary, why we should pause and re-watch videos with clients, the benefits of turning captions on, and how to use a client’s photos and videos to teach AAC and language. Following this, Chris sits down with Nicole and Angie. They share the story of deciding to make their own videos after finding few other videos about core vocabulary online. Their project has grown into a series of 30+ videos teaching core vocabulary concepts to students, teachers, and parents in a fun and engaging way. Nicole and Angie share a variety of practical tips about teaching core vocabulary, making videos, and the importance of sharing our own creative projects with others. Nicole and Angie's YouTube channel can be found by searching "Wings Works" on youtube.com. We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

Rachel and Lucas discuss entrepreneurship and app development with Barbara Fernandes, CEO of SmartyEars, a company that has created over 60 apps for speech, language, and communication! Before the interview, Lucas and Rachel have a lively conversation about their experience starting a private practice, their reasons for doing so, and some of the pitfalls they ran into starting their practice. Following this discussion, Lucas and Rachel sit down with Barbara to talk about her experiences as a business owner, app developer, speech-language pathologist, AAC specialist, and blogger at geekslp.com. Barbara shares insights learned from a multitude of experiences working with bilingual students, founding SmartyEars, developing apps for iPhone and iPad, blogging, and creating her own symbol system, SmartySymbols! Questions addressed this episode include: Why did Rachel move to LA and start a practice in a new city? What experience told Lucas he should be working with AAC? Why did Rachel start out her practice doing in-home therapy? What made Lucas and Rachel decide it was time to start their own practice? What do Rachel and Lucas wish they had known before they started? What inspired Barbara Fernandes to found SmartyEars? How can we support better parent/child interactions using technology? How can we make apps both motivating and instructive? What inspired Barbara to create her own symbol system? How can we take our creative and business ideas and make them a reality? We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

This week, Lucas and Rachel discuss their experiences with screen time and ways that they have tried to make screen time more meaningful for clients. Rachel and Lucas also discuss situations when they have disagreed with a family member about how to proceed with an AAC intervention, and why parent buy-in is so critical. Next, Rachel and Chris discuss screen time recommendations for children under the age of three with Stacey Landberg, a speech-language pathologist who specializes in early intervention and early childhood development. Ms. Landberg discusses why not all “screen time” is the same and shares some great tips on how parents and instructors can make screen time more meaningful and educational! Questions answered this week include: How should we deal with a parent who disagrees about goals or first steps in intervention? How can we use educational apps to teach AAC? Why is family input and parent education so critical to AAC in particular? What is the difference between active vs passive screen time, and are these terms misleading? Should AAC use be considered “screen time” for children under three? What is the “default mode network”? How can caregivers turn video watching into a social interaction? What is the best way for parents to manage screen time for children under three? We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

Rachel, Lucas, and Chris are joined this week by Dr. Calum Hartley, Professor of Psychology at Lancaster University. Dr. Hartley’s research focuses on why some young children with autism spectrum disorder (ASD) and complex communication needs may have a difficult time learning the meaning of pictures (e.g., icons, drawings, photographs). One reason a child with ASD may understand one picture over another is its “iconicity,” or how closely the picture resembles its referent (i.e., what the picture is intended to look like). Rachel, Lucas, and Chris open the episode by discussing why iconicity is important to AAC and how it influences communication. The team then discusses why teaching children the meaning of pictures is so important, and situations in which they would (and would not) consider replacing icons with photographs on a speech-generating device. Finally, Lucas and Rachel sit down with Dr. Hartley to discuss his research into ASD, iconicity, and symbolic communication. Dr. Harley and the team provide a fascinating look into picture comprehension, why understanding language is closely connected to understanding pictures, and how we can use iconicity to improve our AAC interventions. Questions answered this episode include: Why do some children understand photographs more easily than drawings? How do children with ASD learn about pictures in unique ways? How can we use iconicity to improve our AAC interventions? How can we support learning the meaning of pictures? What makes core words less iconic than fringe words? We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us! Hartley, C., & Allen, M. L. (2015). Iconicity influences how effectively minimally verbal children with autism and ability-matched typically developing children use pictures as symbols in a search task. Autism, 19(5), 570-579. Hartley, C., Trainer, A., & Allen, M. L. (2017). Investigating the relationship between language and picture understanding in children with autism spectrum disorder. Autism, 1362361317729613.

In this episode, Rachel, Lucas, and Chris first discuss the work/life balance for SLPs, including the integration of social media into our professional lives and the need for balancing career growth vs. personal time when pursuing work-related interests. Then, Chris is joined by school-based AAC Specialist Tabi Jones-Wohleber! Tabi is creator of “Model as a MASTER PAL”, a training series that emphasizes the importance of environment and the communication partner’s responsibility to model. Tabi shares about coaching others to be an effective communication partner, the need to create more naturalistic communication opportunities, and why it is important to speak in statements, not just questions, to people who use AAC. Questions addressed this episode include: How can we better balance our jobs and side projects with the need to take time for ourselves? When is (and isn't) social media an important tool for SLPs looking to connect? How can we better motivate AAC users to engage with communication partners? How can we better structure lessons to provide communication opportunities all day long? What do communication partners need to know to model more effectively? We want to know what you think! Join us on Facebook at Talking with Tech and on Twitter and Instagram (@talkingwithtech). Also, please subscribe and post a review on iTunes - it helps others to find us!

In this week’s episode, Rachel, Lucas, and Chris are joined by Rachael Langley, AAC specialist, educator, and co-founder of the #TalkingAAC Conference. Rachael Langley is also a well known resource for AAC information on Facebook (@RachaelLangleyAAC). Rachael discusses her experience co-founding a successful conference, shares about working as an AAC specialist in the schools, and speaks about her experience using social media and online groups to spread the word about AAC implementation! Questions addressed this episode include: Why is it important to start conversations about AAC with others? What is one of the biggest roadblocks to working with AAC in the classroom? How can we help teachers, staff, and parents increase modeling with AAC users? How can we help parents and teachers who are afraid of "doing it wrong" when they are modeling AAC? We want to hear what you think! Join us on Facebook at Talking with Tech and on Instagram and Twitter (@TalkingWithTech). Also, please subscribe on iTunes and give us a rating - it helps others find us!

Rachel, Lucas, and Chris are joined this week by the amazing Carole Zangari! Dr. Zangari, co-founder of the Praactical AAC website and professor of speech-language pathology at Nova Southeastern University, shares some of her ideas about improving the experience for pre-service (i.e., unpaid and new to the field) teachers and SLPs who work with AAC users. The team also discusses the need for greater funding for AAC research, ways that people can get involved in AAC education, and the importance of implementation science. Carole then shares about her journey building Praactical AAC (praacticalaac.com) into one of the most well-known and widely-used AAC resources available! Questions addressed this episode include: How can we educate graduate students about AAC in a more meaningful way? How can SLPs and teachers promote more evidence-based AAC implementation? What areas of research should we be focusing on next? What can SLPs and teachers do to get started sharing their AAC expertise with others? We want to hear what you think! Join us on Facebook at Talking with Tech and on Instagram and Twitter @talkingwithtech. If you haven't yet, please subscribe and write us a review, it will help others find us!

Rachel, Lucas, Chris, are joined by SLP, author, and AAC consultant Susan Berkowitz for a discussion of how to help AAC users maintain their communication skills during the summer months (and any other break from school). Topics include: What is the "summer slide"? How can parents support AAC best during the summer? Do devices need to go home with students in the summer? How can parents support language during play activities? Finally, Susan discusses her work creating and sharing online resources through her blog, kidzlearnlanguage.blogspot.com. Learn more about Susan at susanberkowitz.net. We want to hear what you think! Join us on Facebook at Talking with Tech and on Instagram and Twitter @talkingwithtech. Don't forget to subscribe and give us a rating on iTunes!

This week Rachel, Lucas, and Chris talk about their upcoming presentations on autism, AAC, education, and, yes, escape rooms at AAC in the Cloud and the Assistive Technology Industry Association. Then, Rachel and Lucas sit down with Gideon Grossman, engineer and inventor of Noisybands, a talking bracelet that is activitated by a high five! Gideon discusses his device, how they could be used in play and therapy, and his plans for developing them into an assistive technology device in the near future. After earning a mechanical engineering degree with Honors from Princeton University, Gideon has worked as a mechanical, electrical and software engineer at innovative startup companies around the world from Manhattan to Tel Aviv, Maui and San Diego. He has helped design counterterrorism robots, genetic sequencing machines, app connected security systems and rugged training equipment for Olympic athletes. You can find out more about Gideon and Noisybands at noisybands.com.

This week, Rachel, Lucas, and Chris are joined by Dr. Eric Sanders for a roundtable discussion of how we can help augmentative and alternative communication (AAC) users develop reading and writing (i.e., literacy) skills. Topics addressed include: Should we support AAC users in their development of reading and writing skills? What is the role of story time and shared reading in emerging literacy? What kinds of activities and goals encourage the development of reading fluency? How can we support a comprehensive reading approach for children who use AAC? Eric Sanders, PhD, CCC-SLP is an AAC specialist and professor at Pacific University, Oregon whose areas of expertise include the development of literacy and language skills by AAC users and individuals with intellectual disabilities. We want to hear what you think! Join us on Facebook at Talking With Tech and on Instagram and Twitter @talkingwithtech. Don’t forget to subscribe and give us a rating on iTunes! References Erickson, K., Koppenhaver, D., & Cunningham, J. (2016). Comprehensive Reading Intervention in Augmentative Communication. In R. J. McCauley, M. E. Fey, , & Gillam, R. B. (Eds.). Treatment of language disorders in children. (275-300).

This week, Rachel, Lucas, and Chris discuss the implications of motor planning in instruction and use of Augmentative and Alternative Communication, including: Why motor planning is important, when to start considering a child’s motor plan, and practical ways to incorporate motor planning into your practice. Then Chris Bugaj is joined by Chris Klein, an educator, mentor, past president of the United States Society of Augmentative Alternative Communication (USSAAC), and founder of Building Connections with Others through Mentoring and Education about AAC (BeCOME AAC). Mr. Klein, an AAC user himself, is a voice for AAC users and individuals with disabilities everywhere; his thoughtful insights on motor planning are not to be missed! We want to hear what you think! Join us on Facebook at Talking With Tech and on Instagram and Twitter @talkingwithtech. Don’t forget to subscribe and give us a rating on iTunes! References Dukhovny, E., & Zhou, Y. (2016). Effects of icon size and location on speed and accuracy of SGD access. Augmentative and Alternative Communication, 32(4), 241-248. Dukhovny, E., & Gahl, S. (2014). Manual motor-plan similarity affects lexical recall on a speech-generating device: Implications for AAC users. Journal of communication disorders, 48, 52-60.

This week Scott Badesch, President and CEO of the Autism Society of America, sits down with Lucas to talk about the most urgent needs of those on the Autism spectrum, what the ASA's strategic plan is for the coming year, the critical state of the health care (and political) system in the United States, and the impact of vaccines on Autism (there isn't any). Meanwhile, Chris and Rachel talk about unique considerations for AAC in the ASD population including strategic use - and avoidance - of preferred utterances and many more concerns. You can contact Mr. Badesch via the Autism Society of America at http://www.autism-society.org/about-the-autism-society/staff/, and we also would love to hear your feedback and opinions! Come join us on Facebook, email us at [email protected], or @talkingwithtech on Instagram or Twitter. Like what we do at Talking With Tech? Take a moment to leave us a review on iTunes as that helps others find us!

This week Rachel leads the team in a discussion of AAC for emergent communicators, focusing on early intervention through school-age children. Topics covered include the influence of AAC use on speech and language development, family and peer training, and a spirited debate about when to go high-tech - or not. We'd love to hear your feedback and opinions! Come join us on Facebook, email us at [email protected], or @talkingwithtech on Instagram or Twitter. Like what we do at Talking With Tech? Take a moment to leave us a review on iTunes as that helps others find us! Research referenced in this episode includes: Davidoff, B. E. (2017). AAC With Energy—Earlier: Research shows that children with communication challenges do best when introduced to augmentative and alternative communication as early as 12 months. The ASHA Leader, 22(1), 48-53. Romski, M., Sevcik, R. A., Barton-Hulsey, A., & Whitmore, A. S. (2015). Early intervention and AAC: What a difference 30 years makes. Augmentative and Alternative Communication, 31(3), 181-202.

This week the team discusses community accommodations for students with Autism Spectrum Disorder, focusing on specific opportunities that already exist and ideas for more sensory-friendly events as well as community-based communication opportunities. Then, Chris speaks with Ellen Winchester and Andrea Gardner about community-based communication opportunities, interactive supports for communication partners, and more! *** Andrea Garner is a practitioner and researcher specializing in the education of people on the autism spectrum. She has been working with young people on the spectrum for the last 17 years as a class teacher, an in-home ABA therapist, and therapeutic outdoor educator. Andrea has continued to study while working and has completed a Master of Education in Autism and a PhD. Her research interests include social-sexual development, inclusion into work environments, social cognitive development, and family support. She currently works directly with children, their families, and with teachers developing programs and strategies to improve long-term outcomes for young people on the spectrum. Andrea is currently working towards accreditation as a Multi-sensory Language teacher and is involved in ongoing research in the assessment and delivery of social skills programs, training models for parents of children on the spectrum and a project to create an Autism Friendly Community. *** Ellen Winchester is a Speech Pathologist who has worked for Aspect for the last 9 years in various roles in Early Intervention in various settings (schools, home, preschools and group therapy programs) as well as being part of a Learning Support Team in Aspect’s schools for children with Autism. She is currently the Service Coordinator for the Aspect Therapy team in the Illawarra region of NSW. Ellen has a particular interest in the areas of feeding difficulties in children with Autism and also Augmentative and Alternative Communication (AAC). In 2013, Ellen was awarded the Elizabeth Hoyle’s fellowship which gave her the opportunity to begin to conduct research into supporting teachers to implement high-tech AAC into the classroom, and increase the effective use of high-tech AAC (with a focus on the use of Core Vocabulary and the Language Acquisition Motor Planning –LAMP approach) into the daily classroom routine of students who required it. Ellen is a certified LAMP Therapist and trainer. Ellen’s current focus is to support teachers at South Coast School to conduct accurate communication assessments for students with complex communication needs who use AAC, and using these assessments to directly inform intervention planning and classroom programming.

Join Chris, Rachel and Lucas this week for a discussion of universal principles in AAC intervention - in other words, what do we all agree on, and why? Then Chris sits down with Shaun Pearson and Chris Chichoskikelly to talk about the "AAC Agreements," which continues along the same theme in more detail and highlights the opinions of clinicians and researchers from the Assistive Technology Industry Association conferences in 2016 and 2018. Shaun is a Speech-Language Pathologist, trained at McGill University in Montreal and now practicing in Calgary, Alberta, Canada. He currently works as an Assistive Technology Specialist supporting students with complex communication needs ages 5-21. Shaun believes his primary focus is to foster relationships and build capacity with others therapists, teachers, classroom staffs, and families. We'd love to hear your feedback and opinions! Come join us on Facebook, email us at [email protected], or @talkingwithtech on Instagram or Twitter. Like what we do at Talking With Tech? Take a moment to leave us a review on iTunes as that helps others find us!

After many requests to cover modeling in more detail, for the second time ever Talking With Tech is interview-free this week so that we can take a deep dive into the who, what, where, when, and why of modeling in Augmentative/Alternative Communication. We'd love to hear your feedback and your strategies! Come join us on Facebook, email us at [email protected], or @talkingwithtech on Instagram or Twitter. Like what we do at Talking With Tech? Take a moment to leave us a review on iTunes as that helps others find us! Referenced during the episode: AAC Modeling Intervention Research Review - Samuel C. Sennott, Janice C. Light, and David McNaughton -102 Research and Practice for Persons with Severe Disabilities 41(2)

This week members of the team from Western Psychological Services (WPS), creators of the Arizona, CASL, and more, join Rachel and Lucas to talk about assessment authorship and the assessment process generally. Meanwhile, Chris, Rachel, and Lucas discuss specific considerations for AAC users, including using materials otherwise not normed for your student population for informal assessment and progress monitoring. For more on WPS visit https://www.wpspublish.com! Like what we do? We appreciate any gesture via http://patreon.speechscience.org - and please take a moment to leave us a review on iTunes as that helps others to find us!

In this episode Eva Sweeney, filmmaker and consultant for ABC's Speechless - as well as author, activist, AAC user, and overall dynamo - talks with Rachel and Lucas about her AAC device, the importance of aides (and giving them breaks), her work as an activist on sexuality in the disability community, and more. Meanwhile, Lucas briefly flies solo to talk about the importance of a whole-person approach to AAC assessment and intervention - and our work generally. For more on Eva, check out Speechless (obviously) and follow her on twitter at @disboi. Like what we do at Talking With Tech? Take a moment to leave us an iTunes review - it helps others find the information we share - and join our Facebook group (or page) to chime in on the conversation! We'd also love to hear your comments and questions at [email protected], and appreciate any gesture via patreon.speechscience.org.

In this week's show Chris sits down with Leanna Fox, a Speech-Language Pathologist based out of Sydney who works as a consultant with Liberator, the Australian arm of the Prentke Romich Company, as well as other settings. The discuss international work (she's previously also practiced in Ireland and New South Wales), funding in Australia and the local AAC community, and the need for constant professional development due to the rapidly changing nature of the field. Meanwhile, Lucas, Rachel, and Chris discuss options for professional education ranging from websites to conferences to individual resources and blogs - and, of course, the upcoming ISAAC conference, which just happens to be in Australia. Like what we do here at Talking With Tech? We appreciate any small donation to help keep the lights on via Patreon! Also, follow us on Twitter or Instagram at @talkingwithtech or our Facebook page and group, where we will link many of the resources discussed! We'd love to hear any questions or feedback as well at [email protected], and please take a moment to give us an iTunes review as it helps others find us. Talk to you next week!

In this episode Vicki Clarke of Dynamic Therapy Associates and @AACchicks joins us to share advice and talk through clinical considerations related to AAC assessment and selection of a communication system. Meanwhile, Lucas and Rachel discuss the ethical considerations - and potential advantages - related to cultivating vendor relationships. For more from Vicki, follow her on Twitter at @AACchicks, on Facebook at Dynamic Therapy Associates, or her website www.mydynamictherapy.com. Like what we do here at Talking With Tech? Follow us on Twitter or Instagram at @talkingwithtech or our Facebook page and group! We'd love to hear any questions or feedback as well at [email protected], and please take a moment to give us an iTunes review as it helps others find us. Talk to you next week!

In this episode the incomparable Lauren Enders, SLP and AAC specialist, joins Talking With Tech's Lucas Steuber and Chris Bugaj to talk practical tips for implementation and consultation in the schools. Meanwhile, Lucas and Rachel discuss some of the resources Lauren has created, including the "dos and dont's" of AAC instruction. Thanks so much for listening! For more on Lauren check out her frequent submissions to PrAACtical AAC as well as prolific posts on Pinterest, Instagram, Facebook, and Twitter. If you like what we do, don't forget to subscribe and leave us a review on iTunes! We also appreciate any help keeping the lights on at patreon.speechscience.org. Happy listening!

In this episode Rachel Madel and Chris Bugaj (and later just Chris) take over the episode to talk about accessible gaming! We welcome Mark Barlet of AbleGamers to talk about their work in making recreation available to everyone. Like what we do at Talking With Tech? Make sure to subscribe and rate on iTunes - and check out Chris's new book coming out soon: http://bit.ly/thenewatforall Interview Notes: Chris explain how he met Mark Barlet Mark discusses what Ablegamers is all about Mark talks about using videos games to escape Video games as a social experience with meaningful friends Mark talks about how Ablegamers was founded Mark talks about how Ablegamers blossomed to what it is today The focus changes from add single feature for single user to designing games for everyone because the market demands it All game companies are building accessibility features into their design Now Ablegamers is building new technologies with 3D printing Ablegamers is reaching out to build game centers in places where people with disabilities are located First steps to making games more accessible in schools Getting administrators involved Tablets are cracking the idea that games are meant for home only Find someone who is passionate about games to lead the endeavor Some schools have after school gaming clubs Making games and coding could be part of STEM curriculum When people come to Ablegamers, what do people do? Ablegamers skew more to people with physical disabilities but are growing to people with cognitive disabilities or others Ablegamers do an assessment

Jayne Clare, a thirty-year veteran teacher in special education, has been a leader in introducing educational technology into the classroom. She is co-founder of TeachersWithApps, a National School Boards Association "20 to Watch;" Leader Advancing Education Technology, and weekly host of EdAppTalk, an open table Facebook Group. She has worked with Brainpop facilitating webinars, served as an educational curator for many organizations and is an avid blogger. School reform, diversity, reading readiness and teacher tools are among her favorite topics. Through her extensive work critiquing educational content for TeachersWithApps, she has created a viable and valuable resource for educational technology and anything trending in the digital space. In this episode, she joins Rachel and Lucas for an informative, inspirational, and often very funny conversation - and you'll learn a lot about apps! As always, don't forget to rate, subscribe, and come join our the Facebook Page and Group, not to mention Twitter and Instragram. We'll only get better if we know what will benefit your practice!

In a small departure from form, the gang - Rachel, Chris, and Lucas - decided that they had so much to say about core words (especially after speaking to Jane Odom last week) that an interview wasn't even necessary. Let us know what you think about this format, as we're considering alternating between strictly educational content like this interspersed with thought leaders like those we normally have. Click here to visit the Patreon mentioned in the episode. Also, check out www.aaclivenow.com to visit AAC Live Now (seriously, reach out to [email protected] or call him at 541-952-1699 if you would either like to help or would LIKE help - spoiler alert, Lucas - or even one more member member of TWT - just may end up being your consultant). ... and of course, as always, don't forget to rate, subscribe, and come join our the Facebook Page and Group, not to mention Twitter and Instragram. We'll only get better if we know what will benefit your practice!

This week Rachel and Lucas are joined by the brilliant Jane Odom, director of PRC's LanguageLab! The conversation covers the importance of presuming competence, incorporating user interests and age-relevant material in AAC, PRC's LanguageLab and Realize Language, family and peer training, and specific instructional strategies for the classroom. Check it out - and if you like it, don't forget to rate us and subscribe on iTunes! For more information, see: PRC AAC LanguageLab Realize Language

In this episode Talking with Tech's Rachel Madel interviews Kevin Chaja of Color Black's Moment AR app to discuss brand new app that helps children with autism learn social skills. Also discussed: Clinical applications for augmented reality and the future of AR/VR in education. Name: Kevin Chaja E-mail: [email protected] Website: www.colorblackmoment.com twitter: @el_chakka instagram: @madcatprimus facebook: @kevin.chaja Merge VR Cube: https://mergevr.com/ Developer: Chicken Waffle http://www.chicken-waffle.com/ App on iTunes: https://itunes.apple.com/us/app/moment-ar/id1262045402?mt=8 Interview Show Notes (timestamps from beginning of interview): 1:30 Explaining what Augmented Reality is 4:00 Describing "Moment AR" app 6:15 Different Modules for a variety of professionals 9:00 Backstory behind the app development 11:45 Potential for Augmented/Virtual reality in education 13:25 Clinical applications for app 16:00 How merge cube promotes engagement 19:00 ASHA convention giveaways/Autism starter pack 21:15 Future updates for app/next level social skills

Erin Compton is a mom to 13 children who blogs about family life, adoption, special needs and AAC learning. As a homeschool instructor she has over 20 years of experience working with young language learners. Through the recent adoption of two sons with cerebral palsy, the family has started on an AAC journey to find voices for their sons. For more, see Erin's YouTube, Instagram, and Facebook! Interview Show Notes: Adopting two sons with cerebral palsy from an orphanage in China In the beginning of AAC it’s more about educating yourself than educating your child Spreading the AAC gospel AAC is a journey and belief that your child is capable is the first step Erin’s experience homeschooling 13 kids and the disbelief that she’s encountered. How the comfort of home is typically the first place you see communication happens Making modeling a whole family experience The power of peer modeling The first time Erin heard the word “mama” The importance of SLPs working together with parents International perceptions of special needs children and the high incidence of abandonment Karma and how it plays into special needs perceptions in China Experience of touring a Chinese orphanage with 700 children

It's time for what might be our most controversial show yet! If you have an opinion - for or against - please comment below or email at us at [email protected] and we'll be happy to address your concerns next episode! Problem: School districts are faced with having to consider the AAC needs for many children. The focus has been on selecting the perfect system. Teaching communication partners how to implement all day long has been the challenge. What if we could decrease the amount of time the selection process takes and spent that saved time on teaching implementation? So how do we do it? Or should we? Interview Show Notes: Erek introduces himself The concept of Specific Language System First approach to AAC Erek describes what happens when a student comes into the school district - starting with Proloquo2go 6x10 grid. Why use this approach? Multiple teachers using multiple devices meant they have trouble developing a community of practice...but not anymore. Chris describes feature matching. Previous model of selection was born in an era when devices were more scarce. Language systems were different years ago...now the systems are more robust. Good systems + low cost Teachers still struggling with implementation so spend more time on teaching them how to implement (rather than selecting the “perfect” device”) “A system that isn’t perfect for a student but is implemented well is better than choosing the perfect system that is implemented poorly.” Coaches spend less time on assessment and more on implementation. The number one reason a teacher says it doesn’t work is, “The student doesn’t like it” Explicit instruction- I do, you do, we do. First two questions people used to ask.. “There are too many buttons” and “I need different buttons.” After implementation training on Aided Language - now people don’t ask those anymore. Over summer, started developing a repeatable, easy to implement, language-based word of week program Modeling Mondays! Pull up PowerPoint slides on how to use the word. Tuesday is Literacy Day! Use and read the core word a day using stories and books. Writing as well. Wednesday is Math Day! Thursday - Review previous introduced words. Folder Friday - Explore folders (Fringe) Generalization is what is being tackled next. The best feature you can match is implementation. Homework on word of the week lessons and involving parents. Your system is in place and then you adapt. Be patient! Progress will come if you stick with it. 200 high tech aac users and doing well - used to be 10 who weren’t using it well. If we had to switch systems, we could. It is hard to pick a bad system The focus should shift from selection to implementation. Potential Solutions: Have discussions about implementing this approach. Beyond word of the week programs, use a language-based curriculum (materials where language is the object of the lesson, not infused into some other point of the lesson. Ie, Use apples on a tree to teach prepositions NOT do a lesson on apples where we try to also sneak in spatial concept words)

Kathy Howery joins Chris Bugaj to discuss her research on the lived experience of AAC users. Afterward, the team comes back together to talk about the importance of human identity - and humor - in language use. Thanks for listening! As always, contact us at [email protected] with any feedback and make sure to subscribe and share with your friends! If you'd like to support our work, we always appreciate any gesture via Patreon.

Karen Owens of We Speak PODD joins Rachel Madel for a conversation about parenting children with complex communication disorders. Meanwhile, the group discusses the nature of parents' relationships with both the schools and broader therapeutic systems and how they - and we - can be strong advocates for their children. Thanks for listening! As always, contact us at [email protected] with any feedback and make sure to subscribe and share with your friends! If you'd like to support our work, we always appreciate any gesture via Patreon.

Alex Pavtoulov and Ofir Harel of Olà Mundo join Rachel and Lucas to talk about Socky, a symbol-based two-way communication system for children with Autism as well as their parents and circle of support. The group also discusses social reciprocity in ASD and how to make therapy tools engaging. For more information about Olà Mundo and Socky, visit their site and try out the app, which is available on both iOS and Android - and it's free! Thanks for listening! As always, contact us at [email protected] with any feedback and make sure to subscribe and share with your friends! If you'd like to support our work, we always appreciate any gesture via Patreon.