Practically Speaking

Language, Literacy, and Academic Development for Students with AAC Needs
Home Communication and Language
Practically Speaking
Gloria Soto, Ph.D., Carole Zangari, Ph.D., CCC-SLP
Communication and Language, Special Education
Accessible addition to the AAC series that offers practical, targeted tools for advancing the communicative competence of children who use AAC.
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STOCK NUMBER ISBN
69513 978-1-55766-951-3
COPYRIGHT PAGES
2009 360
AVAILABILITY
Available Stock

When K-12 students use augmentative and alternative communication (AAC), what can SLPs and educators do to ensure the best academic and social outcomes? They'll find out in this accessible guidebook—every professional's key to helping students develop the language and literacy skills that lead to higher academic achievement and positive peer relationships.

A must-have guide for educators and SLPs who provide communication support, this book answers pressing questions about working with students who use AAC and helps teachers skillfully meet student needs while satisfying the demands of their curriculum. Pre-service and in-service educators and the SLPs who work with them will learn to

  • collaborate effectively to improve outcomes for students who use AAC
  • determine student needs through effective, ongoing reading, writing, and language assessments
  • develop IEPs based on each child's language, communication, and literacy goals
  • help students move beyond emergent literacy and develop the skills research identifies as the keys to reading success
  • meet IDEA requirements by adapting the general curriculum so all students participate and achieve
  • support students' successful use of various AAC technologies, such as communication boards, word prediction software, and speech generating devices
  • supplement classroom instruction with visual and oral scaffolding supports for students with AAC needs
  • promote positive social relationships and friendships between students who use AAC and their peers

To provide students who use AAC with the best support, readers will get clear descriptions of instructional techniques, guidelines for curriculum adaptations, and practical tools and visual aids such as model intervention plans, task analysis forms, and charts of sample accommodations.

Balancing practical strategies with up-to-date research, this book unlocks language and literacy skills for children who use AAC and lays the groundwork for long-term school and social success.

Practically Speaking is part of the Augmentative and Alternative Communication Series.

Series Preface

Series Editors and Editorial Advisory Board

Volume Preface

About the Editors

Contributors

Acknowledgments

I. Assessment

1. Educational Assessment Issues
Lynn Ahlgrim-Delzell

2. Assessment of Early Communication Skills
June E. Downing

3. Language Assessment for Students Who Use AAC
Lisa A. Proctor & Carole Zangari

4. Diagnostic Reading Asssessment for Students with AAC Needs
David A. Koppenhaver, Beth E. Foley, & Amy R. Williams

5. Writing Assessment for Students with AAC Needs
Beth E. Foley, David A. Koppenhaver, & Amy R. Williams

II. Instruction and Intervention

6. Academic Adaptations for Students with AAC Needs
Gloria Soto

7. Addressing the Communication Demands of the Classroom for Beginning Communicators and Early Language Users
Jennifer Kent-Walsh & Cathy Binger

8. Supporting More Advanced Linguistic Communicators in the Classsroom
Carole Zangari & Gail Van Tatenhove

9. Addressing the Literacy Demands of the Curriculum for Beginning Readers and Writers
Karen A. Erickson & Sally A. Clendon

10. Addressing the Literacy Demands of the Curriculum for Conventional and More Advanced Readers and Writers Who Require AAC
Janice C. Light & David McNaughton

11. Strategies to Support the Development of Positive Social Relationships and Friendships for Students Who Use AAC
Pam Hunt, Kathy Doering, Julie Maier, & Emily Mintz

12. Integrating Assistive Technology with Augmentative Communication
Yvonne Gillete

III. Supports

13. Supporting Collaborative Teams and Families in AAC
Nancy B. Robinson & Patti L. Solomon-Rice

14. Consideration of Cognitive, Attentional, and Motivational Demands in the Construction and Use of Aided AAC Systems
Krista M. Wilkinson & Shannon Hennig

Index

Reviews

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Reviews

: Canadian Journal of Speech-Language Pathology and Audiology - May 1, 2010
"Packed with suggestions, ideas, and relevant case studies that will help guide your own practice working with school aged children."
: ADVANCE for Speech-Language Pathologists & Audiologists - November 2, 2009
"Well organized, highly researched, and focused on accessing curriculum ... a good source for college students and seasoned professionals."
: Augmentative Communication News - December 1, 2008
"We needed a book like this and now we have it ... Makes existing research more accessible to all and captures a multitude of ideas that practitioners, educators and researchers can use to serve the needs of children with CCN."
Jeff SIgafoos, Victoria University of Wellington, New Zealand - November 1, 2008
"A wealth of evidence-based, yet highly practical strategies for promoting the social inclusion and academic achievement of students who require AAC. A better professional resource could not be found."
Stefanie Sachse, AAC expert, University of Cologne - November 1, 2008
"A must read for anyone who strives for the best education for students with AAC needs."
Susan R. McCloskey, Department Chair, Volusia Adaptive Assistive Technology Team, Volusia County Schools, Florida - November 1, 2008
"A wealth of research-based strategies and information to facilitate the successful implementation of AAC devices in the school setting . . . truly practical."

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