I'm excited to be addressing this wonderful group of colleagues ... on a topic that is 'near and dear' to my heart.
Tuesday, June 18, 2019
Looking forward to Houston!
I'm headed to Houston to conduct a workshop at their Region 4 AT conference! ( June 19th)
I'm excited to be addressing this wonderful group of colleagues ... on a topic that is 'near and dear' to my heart.
I'm excited to be addressing this wonderful group of colleagues ... on a topic that is 'near and dear' to my heart.
Monday, June 10, 2019
Whew! Two milestones Achieved!
It's official ...
In addition to Animated Step-by-Steps®, there are Vest Displays, Dual=Representation Core Symbols, Dual=Representation Fringe Symbols (for Melissa and Doug Play Sets) and several Core + Fringe Voice-Output Communication Displays suitable for use on an interactive whiteboard, computer or iPad. Some of the products are bundled to offer greater savings.
Milestone 1
I have officially posted my 200th Animated Step-by-Step title in the Bloom Where You're Planted Store on the TpT site.
Collectively, this library of resources targets literacy, language and AAC across a broad range of classroom activities:
Poems/Songs(79)
Stories(5)
Recipes(55)
Science Projects(23)
Crafts(21)
Games(17)
Each ASbyS title is available in three versions (Regular, PCS, SymbolStix).
Some titles have four versions, i.e., they include a high contrast version for students with Visual Impairments (VI).
Miletone 2
I have officially posted over 800 products in the Bloom Where You're Planted Store.
In addition to Animated Step-by-Steps®, there are Vest Displays, Dual=Representation Core Symbols, Dual=Representation Fringe Symbols (for Melissa and Doug Play Sets) and several Core + Fringe Voice-Output Communication Displays suitable for use on an interactive whiteboard, computer or iPad. Some of the products are bundled to offer greater savings.
Having finally reached these milestones, I'm considering taking a break from this labor intensive 'labor of love'.
Truth be told … I have uttered these words many, many MANY times before …. after reaching 200 … then 300 … then 400 … then 500 … then 600 … then 700 … and now after 800 products!
Obviously I'm not so great with the follow-through : )
Stay tuned.
Saturday, June 1, 2019
Nurturing Language Using Animated Step-by-Steps® - Center Activity
Animated Step-by-Step (ASbyS) Recipes and Crafts can be displayed on an iPad or a classroom computer. Either option provides a great way for SLPs and OTs to 'push into' your classroom during 'center time'. While overseeing a center, a therapist can address his/her respective goals using the ASbyS to provide visual support. The OT is often conducting the activity primarily to target the fine motor aspects of the activity; the SLP is usually conducting the activity to nurture language growth and further an AAC agenda.
The materials needed for the activity are typically housed in a large shopping bag or bin, that is controlled by the Facilitator. When using an ASbyS to pace through an activity, I typically introduce items gradually, on an 'as needed' basis. That is, I do NOT have all the materials out at the beginning of the activity. This strategy helps to minimize possible visual overload and increases the likelihood that what the child is seeing is the same as what they are hearing. It also supports a repetitive framework ... establish a need for an item ... get the item ... act on the item. When conducting the segment of What We Need, we're just providing a brief introduction to the materials (essentially matching the photos on the pictures with the materials in the bag/bin) in a functional way.
ASbySs are designed to address three distinct agendas: literacy, language and AAC. Of key interest to SLPs is their ability to nurture language comprehension and leverage language production during a therapeutic session. When using an Animated Step-by-Step Recipe or Craft, it is crucial to think of each slide/page as having two functional phases:
Phase I (Look & Learn Phase)
During Phase 1 you will repeatedly 'read … animate' the slide/page until all the text has been read and all the animations for that page has been triggered (obviously a literacy and language comprehension agenda). You are using the ASbyS as if it were a story. At this point you are NOT acting on the materials … but instead, you are using the text & animation to learn more about what you need to know when you DO act on the materials during Phase 2 for that page. Think of this phase as providing students with the context needed to scaffold the expressive communication that is the focus of Phase 2. Don't be afraid to punctuate this process with additional comments making it more 'language rich' and interactive.
Example:
(READ) Open the box of instant pudding ….
"Heh Where is the box? " …. (trigger the animation) …
"Oh there it is"
(READ) Ready, set, open!….
"Here we go …open!" (trigger the animation)
(READ) Heh there is a bag inside. ….
"I see it peeking out! (trigger the animation)
The swipe to the left, needed to trigger animations on the iPad, can be challenging for some students. Sometimes their attempt to swipe left, causes the page to enlarge and unfortunately the animations will not trigger if the page is enlarged. ARRRGH!
You have three options to 'avoid' this problem:
1. you, the facilitator, can assume responsibility for swiping left to trigger the animations while the child is responsible for tapping the page arrow to advance the page;
2. you can avoid accidentally triggering the 'pinch to enlarge' gesture by encouraging the child to initiate their swipe ... starting off and moving on to the active screen. Thank you Aasish for this 'aha' moment.
3. you can use a bluetooth switch to trigger the animations remotely by tapping a switch mounted on a small board. This setup allows the facilitator to control access to the animations (especially crucial when working with pairs of students).
Phase 2 (Act Phase)
After reading and animating everything on the page, the symbols will appear as a unit. Depending upon the size of your iPad, you may wish to use the 'pinch out' gesture of the iPad to enlarge the symbols for easier viewing.
Regardless … the symbols are now available to model Aided Language Stimulation and scaffold expressive communication. Depending upon the developmental level of your 'emerging verbal' student this will look different for various students.
With cognitively older students), the task might be …
"Help me remember what we need to do".
"Okay I'm ready. Tell me what to do"
"Let's get to work!"
"Now what?"
The open-ended nature of these statements is designed to promote more complete messages. How fortunate that in Phase 1, the child was exposed to the event sequence and he/she now has the symbols available to jog his/her memory.
With cognitively younger students, consider 're-reading' the page using the symbols and inviting single word collaboration when reading the symbol sentence. This can be achieved by silently pointing to various symbols as you read with the inferred expectation that the pause is intended to be collaboratively filled by the student. If the child does not 'fill' the turn … provide a hint in the form of an initial sound cue … if there is still no collaboration from the student … simply provide the needed spoken word and move on!
Example:
First we need to get the PUDDING BOX. Look in my bin.
Please find the PUDDING BOX for me" (this is essentially a comprehension task)
(Back on the iPad) "It says …. __________ (silently pointing to the OPEN symbol) … "o" hint (if needed) … "OPEN the box of instant ______________ (silently pointing to the PUDDING symbol … "p" hint (if needed) … "PUDDING".
"READY, SET, _________ (silently pointing to the OPEN symbol) … "o" hint (if needed)
Don't be afraid to repeat activities over time. Much like a favorite book, it may take repeated exposure before progress in expressive communication is evident. Initially, progress may be evidenced primarily as improved attention and/or improved understanding. Eventually we hope to witness improved expressive communication!
Don't forget you can also use the ASbyS as if it were a story book, i.e., using the animation to help the child revisit what he/she did yesterday.
Yes, there are lots of ways to leverage Animated Step-by-Steps® in the classroom.
For more suggestions refer to this free resource available through Teachers Pay Teachers.
…’til the next post …
Follow me on twitter www.twitter.com/@AnimStepbySteps
Email me canadiangoosse@gmail.com
©2019 Carol Goossens’, Ph.D.
Augmentative Communication Consultant
Speech-Language Pathologist
Special Educator
Monday, May 27, 2019
Duets?
At the Henry Viscardi School in Albertson New York, we routinely conducted a weekly, multidisciplinary, cooking activity. On Day 1 the food preparation activity was introduced as a literacy activity using an Animated Step-by-Step Recipe. This prequel to the main event, helped to familiarize students with the cooking event-sequence AND the symbols needed to conduct the actual food preparation activity on Day 2.
On Day 2 the actual cooking activity was performed using a robust communication display projected on the interactive whiteboard. In this followup session, the emphasis is on nurturing spontaneous interactive communication.
When preparing the food item, however there was often 'down time' while the food item was baking/cooking. In an effort to fill this time productively, we began developing Animated Step-by-Step poems/songs that could complement the target recipes.
Sample 'duets' include:
So as you contemplate your next food preparation activity using Animated Step-by-Steps®, give some thought to making it a duet!
…’til the next post …
Follow me on twitter www.twitter.com/@AnimStepbySteps
Email me canadiangoosse@gmail.com
©2019 Carol Goossens’, Ph.D.
Augmentative Communication Consultant
Speech-Language Pathologist
Special Educator
Monday, April 22, 2019
Simple Data Sheet for Promoting Skill in Aided Language Stimulation
I currently serve as an AAC consultant to several classrooms where staff are attempting to 'come up the learning curve' for providing interactive Aided Language Stimulation(ALgS).
At one site, in particular, we have been concentrating on performing ALgS during large group activities such as Mealtime, Arts & Crafts and Food Prep time and small group activities using Melissa and Doug Play Kits. Across all activities, large and small, we have been using a Core + Fringe Framework. The Core symbols are symbols built on the DLM Core 40 words that appear with high frequency in both written and spoken language. Fringe vocabulary is typically activity-specific and varies greatly depending upon the activity.
We use a large Core-48 Facilitator/Modeling Board designed as a Staples Banner for our large group activities.
We're working to make all staff proficient in using ALgS. For example, the Breakfast routine might sometimes be led by the teacher and sometimes by the classroom assistant. The Play Kits are sometimes used by a classroom assistant during free play time or by a SLP guiding a small group at a classroom center. We are, however, still a 'work in progress'
One of our basic challenges is to help staff model a rich variety of language during their interactions. Regardless of the activity or the Facilitator leading that activity, we have been using a data sheet to help staff document their progress in expanding the number of core words used.
I usually strive to use at least 80% of the core symbols in any routine that I am conducting. Here is a completed data sheet from a recent Breakfast routine with six preschoolers. I earned 79% …. so obviously, I need to 'step up my game'.
Staff are given a singular mission …. over time, gradually increase the number of core words that you are using during a session. Although this may seem simplistic, it does work! It places the focus on modeling language and helps shift the focus away from excessive questioning/obligated speech/'testing' of children to 'setting the stage' for their self-initiated use of spoken or symbolic communication. This strategy of tracking the core symbols used, often provides students with a broader and richer language experience.
Note: we are NOT tracking how often a core symbol is used, but rather keeping it simple by tracking what core words have been 'touched on' during the session. If during a Baby Care Play Kit routine, a Facilitator uses 20 of the 48 core symbol, she is using 42% of the core words available. Now the goal is to improve that score. Staff are encouraged to set their own goals. "Last time you used 42%, what's your goal for this session?" Staff often keep a data sheet on hand to prepare for their activity. An educational supervisor can also use the completed data sheet to help staff brainstorm ways to incorporate untapped vocabulary items for that particular activity. With our preschool students we are addressing this mandate, while striving to limit symbol length to three or four symbols.
In addition to the full core data sheet, you can also use a reduced core data sheet (i.e.,when using 30 of the original 48 core symbols).
Several options exist for managing completed data sheets:
You can use a gray scale paper version. Just write in the fringe symbols, then check off the core symbols used as the session progresses. Later, you can place this hard copy on file, or you can make a digital image of that data sheet using your smart phone camera. You may wish to make an Excel spread sheet for each staff member.
Color Option
You may opt to use a color version instead, as it is easier to score performance when using a version identical to the Facilitator's core board. Consider printing out a color version on heavy weight paper … laminate it … cut it out leaving a 1/8" border of laminate. You can then use Vis-à-Vis washable markers to mark up the data sheet and use your smart phone camera to secure a digital image that can be placed on file on your hard drive. Use a damp paper towel to wipe clean the data sheet (Gosh I'm glad I left that 1/8" border of laminate when I cut out the data sheet!)
Another option is to insert a smaller version of the data sheet (letter size) into a page protector sheet. Seal the open end with tape and use a Vis-à-vis pen to document the data.
Of course there is more to Aided Language Stimulation than just the frequency of using core words. Is the activity interactive? … fun? … reciprocal? … have you created numerous communicative opportunities? Have you left space for the children to reciprocate? This data sheet may not be the complete answer but it is certainly a good start.
Some folks are able to make their ALgS look effortlessly interactive.
The more you do it … the better you get at doing it.
…’til the next post …
Follow me on twitter www.twitter.com/@AnimStepbySteps
Email me canadiangoosse@gmail.com
©2019 Carol Goossens’, Ph.D.
Augmentative Communication Consultant
Speech-Language Pathologist
Special Educator
Monday, April 1, 2019
Using PowerPoint to create Encoded Communication Displays.
Powerpoint lends itself beautifully to creating simple encoded communication displays … hopefully a nice addition to your roster of options supporting a Core + Fringe agenda in the classroom. Once created these encoded displays can be displayed on an iPad or graphics tablet using the free Microsoft PowerPoint app.
An encoded format has the advantage of allowing a student with motor and/or visual challenges to access a larger array than would be possible using a single display that is not encoded. The display can be used independently, or in a facilitator-assisted format. Regardless, a full array of core symbols is available to the Facilitator to provide crucial Aided Language Stimulation during classroom routines.
Here are several formats that might be a good fit for that previously 'hard to fit' student. Please note these formats can be easily replicated in most commercially-available communication page sets, e.g. Proloquo2Go, Compass etc. The steps provided in this blog post are specific to PowerPoint.
e.g., 6 sections of 9 symbols
e.g., 12 sections of 4 symbols.
Here are the general steps for creating an Encoded Communication Display in PowerPoint
- Create a home/master slide with core symbols arranged in distinct sections (e.g., 4 symbols per section; 9 symbols per section). Color code the symbols according to student/agency need. Depending upon student need, you may also consider making each section more distinct by color coding the section. For example you can ring each section in a different color or present each section on a distinct colored background (not depicted). Cautionary Note: use only enough visual 'bells and whistles' to improve functionality …without making the display too visually distracting.
- After you have laid out the sections on the slide, each section must be saved as a single image to which a single 'go to' action will be assigned. Select all the components for a given section … right click… select Save as Picture to your desktop. Import/'drag and drop' these composite images back on to the slide and substitute these single images for their more complex counterparts.
- Space permitting, you can present additional buttons along the side or bottom to access frequently-used fringe symbols that may support your academic agenda, e.g., colors, numbers, shapes, photos of fellow classmates, classroom activities, favorite toys/youtube videos. As these additional buttons are smaller they might be used in a Facilitator-assisted format, i.e., the Facilitator triggers the button when there is a need to choose a color or select a friend during a Get Up and Dance Circle Time routine. The student then independently accesses the desired color or photo face on the 'enlarged slide'.
- Link each section (each a single image) to its own unique PowerPoint slide where the symbols of that section will be presented enlarged. Enlarged symbols are easier to see and ideally easier to activate. Arrange these symbol images in a way that minimizes accidental activations for that student. For example, you might spread the symbols equally on the page or position the 4 symbols in the corners of the page … or you might leave additional space between symbols to minimize accidental activations. Again you need to present each symbol on this page as an individual picture so you can assign voice-output to that single unit. The symbols must be arranged on an 'inert' background, i.e., a rectangle (filling the page) to which the sound 'silence' has been assigned. That is, if a non-symbol area is accidentally activated it will trigger an imperceptible moment of silence rather than advancing the document to the next page.
- Include a 'return button' on the 'enlarged page' that allows you/student to return to the home/master page. Again depending upon student needs this button can be easily accessible or Facilitator assisted. Create the button using the shape tool… right click on the newly created shape … select Action Settings … select Hyperlink to … Slide 1 (where your master page resides). Be sure to add a subtle click sound (Play sound) to provide feedback (Yes! the button has been successfully activated).
- Assign voice output to each symbol on the 'enlarged pages'. Audacity is an excellent free resource that can help you create the necessary audio in a child's voice. For further information on using Audacity to create a child's voice, please refer to this previous blog post. (http://bit.ly/ASbySs_ChildVoice)
Hope this information proves helpful to your practice.
…’til the next post …
Follow me on twitter www.twitter.com/@AnimStepbySteps
Email me canadiangoosse@gmail.com
©2019 Carol Goossens’, Ph.D.
Augmentative Communication Consultant
Speech-Language Pathologist
Special Educator
Monday, March 25, 2019
Using the PowerPoint Pen Tool
The PowerPoint pen tool can be used to mark up any text provided in an Animated Step-by-Step resource, allowing a skillful teacher to highlight key literacy components as she reads the text. The pen tool is especially helpful when using Animated Step-by-Step Literacy Resources that have 'fill in the blank' literacy components (e.g., Mystery Animals, Mystery Fruit &Vegetables, CVC Mystery Balls, Beat the Clock, Eletelephony, Betty Botter and the 'alternate versions' of various poems such as Miss Polly's Dolly). Check out the Big Literacy Bundle on Teachers Pay Teachers. Obviously if you are displaying your ASbyS on an interactive whiteboard you would be using the pen tools of that platform, e.g., Smart Notebook, Activinspire.
Using the PowerPoint pen tool:
When your PowerPoint resource is in slide show mode, you can use the regular cursor to activate the page animations. When you need to write on the page, enter command p on your keyboard and the pen tool will be substituted for the arrow cursor.
If you control-click on the page (right click on Windows) while in slide show mode, you can access Pointer Options that allow you to change the color of the pen. (Note: a benefit for individuals with color blindness)
To exit the pen tool while in slide show mode, select the escape button (esc = upper left corner of keyboard on a mac). The pen cursor reverts to an arrow cursor.
I recently used the pen tool while playing Mystery Animals with three, typically developing girls (ages 3, 5 and 8). The youngest (Aubry) participated by announcing the color of the ball that rolled on the page .... the 5 year old (Isla) and the 8 year old (Eve) used the animal sound effects and the numbers of blanks provided for the mystery animal's name to help them problem solve the identity of the mystery animal. Once the ball opened and the mystery animal was revealed, the girls proceeded to sound out its name and fill in the letters. I was in charge of using the pen tool to document the letters. Eventually Eve took the helm to write in the letters.
I was heartened by the fact that everyone was engaged and that pen tool really helped to make the resource even more engaging.
…’til the next post …
Follow me on twitter www.twitter.com/@AnimStepbySteps
Email me canadiangoosse@gmail.com
©2019 Carol Goossens’, Ph.D.
Augmentative Communication Consultant
Speech-Language Pathologist
Special Educator
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