8 July 2016
It was great to see the video about using the P2Go/image-based communication tools for actual conversation. I know quite a few schools that use a binder with images for communication; this is a great low-tech solution, but I do prefer the P2Go because it speaks aloud and allows a non-verbal child to have a literal voice and thereby engage in more real-time conversation. I get it that this is not always possible, given our budgets and the availability of the technology.
Just posted our P2Go activity. I have really enjoyed seeing all the variations in activities developed for the P2Go: an Eye Spy game which allowed for reciprocal turn-taking; "Paper Plate Pals", a craft activity in small groups emphasizing asking politely for shared materials; and a mix-and-match game with classmates' names and faces. This one was my favourite, because I thought it did a great job creating authentic communication experiences using personally-relevant vocabulary. The other activities I thought were incredibly authentic were the show-and-share ones, such as "This is my Barbie" emphasizing polite turn-taking and use of classmates' names, and "Time to Share" which also emphasized positive communication, sharing, turn-taking, and posing/responding to questions.
Interesting to think of an assistive-communication device in a phys-ed setting, but why not?
Lots of cooking activities -- we looked at baking a cake, and other people covered things like ice-cream sundaes, pizza, and chocolate chip cookies.
The variety of possibilities was surprising, and eye-opening. Again, a good reason to prep these tech tools in a team rather than individually; I would never have thought of half of these activities on my own!
The biggest challenge for me in developing our activity was figuring out how much vocabulary to include. In the interests of creating as authentic a communication-experience as possible, I wanted to put a million words and sentence-variations. Of course this would have been overwhelming (thanks, Rachel, for keeping me in check!), and in the end I think we struck a good balance between accessibility and varied communication.
I know we didn't cover this video in class (not connected to school-age kids), but I thought that it was interesting to get a sense of how the P2Go system can be used for adults who suddenly find themselves non-verbal. I haven't watched the whole thing yet,but I imagine there would be lots of different needs and challenges in setting up a P2Go board for someone in a situation like this. . . .
http://assistiveware.com/from-the-ground-up
Interesting to think of an assistive-communication device in a phys-ed setting, but why not?
Lots of cooking activities -- we looked at baking a cake, and other people covered things like ice-cream sundaes, pizza, and chocolate chip cookies.
The variety of possibilities was surprising, and eye-opening. Again, a good reason to prep these tech tools in a team rather than individually; I would never have thought of half of these activities on my own!
The biggest challenge for me in developing our activity was figuring out how much vocabulary to include. In the interests of creating as authentic a communication-experience as possible, I wanted to put a million words and sentence-variations. Of course this would have been overwhelming (thanks, Rachel, for keeping me in check!), and in the end I think we struck a good balance between accessibility and varied communication.
I know we didn't cover this video in class (not connected to school-age kids), but I thought that it was interesting to get a sense of how the P2Go system can be used for adults who suddenly find themselves non-verbal. I haven't watched the whole thing yet,but I imagine there would be lots of different needs and challenges in setting up a P2Go board for someone in a situation like this. . . .
http://assistiveware.com/from-the-ground-up
Thanks for sharing the video link Suzanne. Yes..this technology and the need of AAC goes well beyond the school years. It is so powerful. Great work on your assignment!
ReplyDeleteHi Suzanne, I too struggled with knowing how much vocabulary to place into the program. I think it is certainly dependent on the student using the device, but also I think we have to think about our outcomes. In our board we made some tabs have multiple words like "can you please pass the ____", but I wonder if we were looking at sentence structure and having the student develop this, would we do it the same? Would it then be more beneficial to have the student develop the sentence individually? I don't think there is a wrong way of doing it, just more efficient ways for differing needs. There are so many possibilities!
ReplyDeleteThe video was perfect for reinforcing that we not make assumptions about what is possible. The father said that if they had of listened to everything people told them that his son wouldn't be saying words or walking or have any/little cognitive ability. They did what they could to support their son and he is making gains. The watch running Proloquo2go would be great for him.
ReplyDelete