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Proloquo touch chat professional#

Well, I've been a part of that for a long time too. That there is an "art" if you will, to AAC. There are also those that want it all to be in the hands of the clinician with complicated formulas and a mystery of complex decision making. And there are people that look at it that way, and will tell you that it is just that easy. You have this (insert label/diagnosis here), so you get this (insert name of device/app/printed book here).

Proloquo touch chat professional#

It is so easy for people, whether that is professional staff or family members, to look at AAC as a very medical or clinical science model type of prescribing an item. 1) the overuse or misuse of AAC strategies 2) underestimation of children's communication potential 3) choosing a tool based upon a child's label versus what's needed in that individual child's environment, their unique, natural communication abilities and what is truly needed to be supplemented or augmented through AAC. I look forward to a lively discussion on this topic!īetsy, You and the other responses have hit on so many of the issues/frustrations that I care about so deeply in AAC.

-Who is making decisions regarding AAC for students with ASD?.

-What are kinds of AAC strategies are you seeing implemented successfully?.

-What are some of the barriers to successful implementation of AAC for students with ASD?.

-Are you experiencing similar frustrations?.

I frequently see students with ASD as old as 18 who have no functional means of communication! I am anxious to hear from others of you who serve this population: So if PECS or the iPad aren’t implemented successfully, what other AAC options are available to students with ASD? Of course there are countless alternatives, but in my experience they are seldom considered. Again, this is a scenario I witness far too often. Attempts to implement it as an AAC device are met with extreme resistance, and eventually the whole notion is abandoned. The iPad becomes nothing more than a source of entertainment for the student, who uses it to play games or watch movies. Too often, however, I see it used solely as a reward for good behavior or completion of tasks. The iPad is one of my favorite devices for students with ASD! It can serve as not only a functional communication system, but also an engaging learning tool. And even more distressing, she didn’t seem to think that was a problem! Unfortunately, I witness scenarios like this far too often. I then posed the obvious question “How does he communicate without his PECS book?” and was distressed by the teacher’s response “He doesn’t”. When I asked the teacher why he was putting his PECS book away, I was told that it was distracting and only got in the way during classroom activities. After snack was over, he was instructed to put his PECS book on a shelf at the back of the room.

The icons for these two food items were then moved to the front of his book and he received grapes after creating an “I want_” sentence strip. As his frustration became apparent, he was shown the two choices available to him: cheese and grapes. He then asked for goldfish crackers, which were also unavailable. He asked for “sausage” several times, only to be told that it was not available. Recently, I observed a nonverbal student with autism using his PECS book at snack. The latter is usually accomplished with maximum prompting (sometimes hand over hand) by an adult.

I see PECS used primarily for requesting food during snack, and iPad AAC devices used for social communication such as answering questions or sharing personal information. AAC choices are typically limited to the Picture Exchange Communication System (PECS) or a high-tech device, usually consisting of an iPad with a sophisticated communication app such as Proloquo2Go or TouchChat. In the Autism programs I visit across Northern California, I am seeing a critical lack of communication options available to the students. The discussion topic I am submitting for this week is the implementation of Augmentative and Alternative Communication (AAC) tools and strategies in the schools for students with Autism Spectrum Disorders (ASD).