Social Scripting for AAC Device Users

One of the most challenging parts of creating effective and meaningful conversation for AAC users is that interactions can get "stuck".  Part of the reason that happens is because the AAC device user has not developed what Caroline Musselwhite calls "an ear for conversation". To remedy this, she suggests developing social scripts for students.  Understanding that conversations have a pattern of interaction between two or more participants is key to developing scripts for AAC users (see the chart below).  From there, you can sit down and develop a conversation script with the communicator to use to interact with one or more people, providing ample communication opportunities. This will allow the AAC user to discover the natural pattern of turn taking and statements that occur in conversation. When you sit down to develop the script, you can provide examples of statements that the communicator would like to use and program it into the device the communicator is using. For some examples of social scripts, check out Musslewhite's website at www.aacintervention.com.

Anatomy of a Conversation

From Musselwhite's Can We Chat: Social Scripts for AAC Users Professional Development DVD

Step One	Attention Getter (Greeting)	“Hey! What’s up?”
Step Two	Conversation Starter (Conversation initiator)	“Guess what?”
Step Three	Maintainers, Holders (Statements that keep the conversation rolling smoothly)	“It was so embarrassing” "Can you believe it?"
	Interjections (Statements in response to information shared by the communication partner in response to the conversation topic)	“Cool!” “Yikes!” “Really?”
Step Four	Closing	“Great talking to you!” “See you soon” “Catch you later”

Literacy Instruction Conference

Last Wednesday and Thursday, I attended a conference hosted by the Westman Clinicians Association in Brandon, MB. The presenters, Caroline Musselwhite EdD, SLP, AT specialist and Gretchen Hanser PhD, OT, AT specialist, presented a variety of literacy instruction strategies to use with students with mild to significant disabilities.  Over the course of two days, participants learned the ins and outs of creating an effective and inclusive reading and writing program for students with a variety of needs and abilities. This conference was incredibly informative and provided valuable resources and strategies.  One of the most comprehensive resources presented was the Louisiana Department of Education's Students with Significant Disabilities site, containing articles, assessment checklists and matrixes, as well as webinars that demonstrate and explain effective, research-based strategies to use for literacy instruction and assessment.  You can find some great resources by visiting there site and perusing the available articles, links, and PDFs.

Tar Heel Readers

If you are struggling to find appropriate reading materials for students who are struggling with reading, searching a site called Tar Heel Readers may be the key to engaging these students.  This site was created collaboratively with over 25, 000 readers with pictures and text that is read-aloud to the viewer.  Search and find a variety of materials appropriate for students unable to access the texts outlined in the senior years curriculum.  See www.tarheelreaders.org
For a quick and easy guide to using the Tar Heel Readers website, please see Caroline Musselwhite's guide here.  She has some amazing Tips of the Month and this one happened to be featured last April.