In a previous post, I discussed the strategy of conducting an Animated Step-by-Step™ activity such as Banana-Berry Shakes across two consecutive days. Day one is conducted as a literacy activity with the additional benefit of introducing the event sequence and the symbols that will be necessary for Day 2. Day two is devoted exclusively to communication training. A communication display (simple or complex depending upon need) is projected on the Interactive Whiteboard and is used by the Primary Facilitator (person leading the group) to conduct Aided Language Stimulation (ALgS).
By definition, Aided
Language Stimulation is a clinical strategy in which the Facilitator
highlights symbols in conjunction with her ongoing verbal language stimulation. ‘Highlighting’ can be achieved in numerous
ways: pointing to symbols, shining a light on symbols or showing hand-held symbols.
At this point in the discussion, you are
probably wondering what is the difference
between ALgS and just plain AAC modeling?
Even within ALgS, there is a continuum of use. On the far left we have ALgS that highlights
just the main content words e.g., ANDREA is POURing the MILK INTO our BLENDER. On the far right we have ALgS that models both
content, function words, and word endings (a, the, possessive ’s, plural s,
-ing, -ed, pronouns etc.) e.g., “ANDREA
… IS … POUR … ING … THE … MILK … IN … TO …. OUR … BLENDER.” Obviously, the
former would be used with students that are cognitively young and/or students
with significant comprehension issues while the more complex version might be
introduced with students who are functioning at a higher level linguistically.
The
complexity of your ALgS will also depend upon the situation. If performing ALgS
in a conversational exchange you might use less complex modeling in an attempt
to ensure more efficient conversational exchange. When conducting a lesson (recipe, craft, science project) where your primary focus is modeling the use
of language (information that you hope will ultimately be reflected in their
writing ability) greater levels of complexity may be in order.
It is important to note that ALgS is not just a matter of
pointing out symbols as you provide verbal language stimulation. The Primary
Facilitator also needs to create communication opportunities throughout the group
activity … opportunities that the Secondary Facilitators help their assigned
students, recognize and capitalize on using their AAC communication systems. The Shadow
Light Cuing hierarchy is an
excellent strategy for helping students recognize communicative opportunities
while unobtrusively guiding students toward proficient use of their AAC
systems. Shadow Light Cuing will be the topic of the next post! http://bit.ly/shadowlightcue
… ’til the next post
… (new posts every Monday; consider becoming a follower of my blog)
© 2015 Carol Goossens', Ph.D.
Augmentative Communication Specialist
Speech-Language Pathologist
Special Educator
http://animatedstepbysteps.blogspot.com
http://teacherspayteachers.com/Store/Bloom
