This week, the TWT team presents part 2 of Talking with Tech Live: Closing the Gap! This week, Rachel and Chris discuss several topics with the audience, including personal core /key vocabulary, the importance of literacy, and overcoming barriers to high-tech AAC in school districts.
If you would like to listen to Part 1 of this presentation, you can listen at talkingwithtech.org/episodes/twt-live-ctg-1
Before Part 2, Rachel and Chris discuss PECS in greater detail, including why motor planning is so important when comparing PECS to other AAC options, the consensus among experts that Chris and Rachel trust about PECS vs. more robust AAC, and why choosing robust AAC has the least chance of harming the client.
Key ideas this week:
🔑 Without the benefit of a motor plan, using PECS to communicate can be more fatiguing than using more robust AAC. For some of Rachel’s clients, making limited progress on PECS made the family resistant to other AAC options later on.
🔑 When making a difficult decision between strategies as clinicians (e.g. PECS vs robust AAC for a client with some verbal skills), we should choose the intervention with the lowest chance of doing harm. If we assume the client will will need AAC in some form forever, the time spent teaching PECS could have been better spent learning motor plans on a robust AAC device.
🔑 If we are trying to help teachers and admins embrace robust AAC, you can point to the abuse and neglect statistics for people with disabilities. Teaching language through robust communication systems gives students a better tool to future abuse and neglect in the future.
Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!
Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!
Jill Senner & Matt Baud: Teaching Communication Partners to Model Effectively
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Carrie Baughcum: Using Drawing to Teach Language
Nicole Wingate & Angie Sheets: Using Videos to Teach Core Vocabulary
Barbara Fernandes: CEO of SmartyEars, Developer, and “GeekSLP” Blogger
Stacey Landberg: Should we Limit Screen Time for Young AAC Users?
Calum Hartley: Why Do Some Children Have Difficulty Understanding Pictures?
Tabi Jones-Wohleber: Supporting Communication Partners in the Classroom
Rachael Langley: AAC Specialist, Educator, and Conference Co-Founder
Carole Zangari: AAC Educator and Co-Founder of Praactical AAC
Susan Berkowitz: How can we Support AAC in the Summer?
Gideon Grossman: Inventor of Noisybands
Eric Sanders: How do we Support Reading and Writing Skills with AAC?
Chris Klein: Why Does Motor Planning Matter in AAC?
Scott Badesch, CEO of the Autism Society of America
Roundtable: When Should We Start Using AAC?
Ellen Winchester & Andrea Gardner: Building On Demand and Interactive Supports for Communication Partners, Students, and the Community
AAC Agreements: Universal Principles for AAC Intervention
Roundtable: Modeling
WPS: Assessment Considerations for AAC and Assessment Authorship
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