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Alisha Magilei and Lisa White
Words+, Inc.
The purpose of this paper is to demonstrate the methodology
behind rapidly transitioning individuals using an AAC
symbol-based system to that of a word-based/text-to-speech AAC
system. Individuals who follow this literacy continuum learn to
become more effective and efficient communicators.
For non-speaking persons who are able to see, but who are unable
to spell or read often times will use a dynamic graphic display
to communicate. A dynamic graphic display is one that can present
a changing set of symbols to the user. Computer screens with
graphic capabilities are dynamic graphic displays. The new modern
systems allow rapid changing of the display and the ability to
manipulate features in the system which allows the programmer the
ability to easily transition the individual from a
pictographic-based system to a word-based system.
In this presentation, we will discuss how a physically disabled
non-speaking individual can participate in the multisensory
approach of SEE IT-HEAR IT-SAY IT, DO-IT using an AAC system. We
will present the literacy transition of an AAC user using a
TuffTalker, an augmentative communication system using a
pictographic software, manufactured by Words+ into a literate
text-speech user. In the field of AAC, much research has been
published on the topic of how to successfully use AAC equipment
(e.g. how to program a device, strategies for building overlays,
and organizing language effectively on dynamic displays. However,
in order to implement successful transition of literacy using an
AAC system, for the purpose of this paper, it will be understood
that the speech pathologist or AT specialists has a basic
understanding of AAC techniques.
It is essential to remember that without a process, there is no
product. We need to understand that literacy occurs on a
continuum. It is a very simple process to take a symbol and
change it into a word format without the non-literate user losing
the ability to communicate. However, most therapists, teachers,
parents, and children do not know the process for transitioning
from a symbol-based system to a word-based (literate)
system.
Individuals with a physical disability often cannot write or
speak. They are unable to participate in a multimodality approach
to language as they are unable to physically perform the
kinesthetic approach (hands-on) or verbal aspect involved. In
school, most of us learned to read and write using a multisensory
(e.g. visual, auditory, verbal, and kinesthetic) approach. In
reviewing the multisensory approach, we know that teachers
provide a list of spelling words to students in the classroom
(e.g. a visual approach- SEE IT). Often this list is written on
the board so the students can copy them down (kinesthetic-DO IT).
At home, the parents say the words aloud to the child who then
spells the word aloud (e.g. auditory and verbal, HEAR IT, SAY
IT). The teacher can give a spelling test and the students write
the word (auditory and kinesthetic, HEAR IT and DO IT). Then the
teacher engages the students in a spelling bee (e.g. auditory and
verbal- HEAR IT and SAY IT). So the teacher has effectively used
a multisensory approach (SEE IT, HEAR IT, DO IT, and SAY IT,) to
teach her students literacy.
In our research, we have found that there are four steps
involved in teaching the process of literacy to an individual
using an AAC system. The first step is to identify the target
word (e.g. WANT). The second step is to pair the target word with
a picture/symbol of want. Now the student has learned to
associate the picture of "want" with the written word want. (SEE
IT). The third step is programming that symbol to say "want" and
a verbal message (e.g. "I want that") (HEAR IT and SAY IT). The
fourth, and final step is to program an alphabet/letters page so
that the user can physically spell the words want" either through
use of a switch or direct select (DO IT). The individual can then
touch the word want- to SAY IT. At this point, the individual is
using all four modalities ( SEE IT, HEAR IT, DO IT, and SAY
IT).
After the individual has been using the TuffTalker and this
multisensory approach, automaticity will develop quickly. At this
point, the programmer can turn off the symbols on the page and
only the written text/target words will remain. This process can
then be easily applied to that of a text-to-speech program. Using
EZ Keys for Windows software (a text-speech word prediction
software) on the TuffTalker, we can demonstrate use of written
phrases using the same key sight words that the user already has
mastered. For example, the phrase ,"I WANT that" that is already
in the AAC user's pictographic vocabulary. Since the AAC user has
not fully transitioned into a literate user, they probably will
not comprehend the written words "I" and "that" in the phrase.
However, using this same multisensory process, the AAC user
develops automaticity and they can begin to transfer into using
written text through the basic knowledge of key target words.
Therefore, they will be able to combine the key target words
(e.g. "I," "want", "that" ) into forming other sentences. (e.g.
"I want McDonalds"). Assuming that McDonalds was a sight word
paired with a symbol on the AAC user's dynamic display.
Use of this multisensory approach ( SEE IT, HEAR IT, DO IT, and
SAY IT) is an effective method of teaching literacy to students
in the regular education curriculum as well as students with
special needs. This multisensory process needs to be shared with
teachers, parents, therapists, and AT specialists in order to
effectively promote literacy among our non-literate AAC
users.
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