The clear pocket was 5"x7" and can be purchased in office supply stores. This variation could be used with individuals who become distracted by the velcro and the noise it makes when pulled apart. Supplemental vocabulary boards could then be inserted in the pocket.
Using Judi's idea, I designed the above version which included attaching a clear plastic pocket to the master overlay. When not in use, the supplemental vocabulary strips could be stored inside the case. "Supplemental" or activity-specific vocabulary strips were made, laminated and could be attached with velcro over the master overlay. A "change my overlay" symbol was included as one of the permanent vocabulary items.
Vocabulary in the first few columns would always remain the same. Using BoardMaker, Judi designed a "Master Overlay" which would be permanently attached to the top of the clipboard. The retail price is approximately $7.95 plus tax. It has a clip on one end to keep the contents from spilling out. This clipboard case is designed to hold papers and other items inside. Judi found a clipboard called the CLIPCASE at Wal-Mart. This month's tip provides one design option for a non-electronic communication system. These can range from simple gestures to a non-electronic communication board to a sophisticated electronic device. This month's tip comes from Judi Cumley of the Wisconsin Assistive Technology Initiative.Īll augmentative communication system users need an array of communication options. Judi Cumley's Non-Electronic Dynamic Display Board Click on the little idea guy to see the form. Lori has also developed an excellent tool called the "AAC Checklist and Rubric". From this we can see which messages were not used and may need to be facilitated in future sessions. The other great advantage is we can quickly look at the markings on the overlay and see what vocabulary received heavy emphasis. This provides a much more efficient and effective way of collecting objective data in real time. If it was used spontaneously, a "+" or "S" is entered. For example, if the message was modelled, an "M" is written in that location. To solve this problem, we now photocopy the overlay the individual is using and develop a key for recording information directly on the copy of the overlay. The major problem with this form of data collection was it was difficult to quickly scan the form and find where to enter the information. physical, verbal, flashlight cue - type of flashlight cue), and if the message had been modelled. Response information included columns to check for whether the message was communicated spontaneously, whether cueing was provided (e.g. Initially, elaborate grids were constructed containing columms to enter target vocabulary and the responses provided. Over the years, our strategies for tracking how well an individual uses an augmentative communication system have evolved significantly. This month's tip comes from speech/language pathologists Lori Tufte and Julie Maro.ĭata keeping is a critical component of our decision making processes and provides accountability for the services we deliver. Remember to check the batteries in all your devices once a week!ĭid you return your follow up forms yet? etc. This contains one line reminders such as: The one column on the front is called "At a glance". Usually, there are 5 articles that are no more than three paragraphs long. The newsletter format is kept the same to save Kathy time. Photo's taken by students or photos of students using technologyĪnd what ever else is happening or other questions raised while Kathy visits within the district Highlights of what a particular class room has done for a project Information learned at recent conferences The color of the paper remains the same so that staff can easily identify their AAC/AT newsletter. The newsletter is printed on a single sheet of colored paper. Most staff save these newletters for future reference. In addition, one is posted in each school. The newsletter goes to: all special education staff, support staff, OT, PT, psychologists, program support teachers, principals, regular education technology staff, administrators, and IMC (library staff - regular education) personnel. Each month, she sends out a newsletter providing information regarding AT/AAC happenings in their district. Kathy is the AT Specialist for a large district. This month's tip comes from Kathy White, Assistive Technology Specialist from Janesville, WI.
0 kommentar(er)
