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okay it looks like it's 12 o'clock.Central Time 1 o'clock Eastern Time so I.think we'll go ahead and get started.satella is excited to introduce our.guest speakers dr. Jill sinner and Matt.baud and their presentation.communication partner instruction in AAC.my name is Lisa Tim and I will be your.moderator a little housekeeping to get.started everyone is muted for the.presentation to eliminate feedback and.distractions you will see a material.section in the tool bar where you can.download the handout for today as well.as your Asha documents you will also.receive these handouts in a follow-up.email we will take questions at the end.of the presentation you can chat your.questions in at any time if we are.unable to get to all the questions.during the time we have we will compile.them and send a follow-up email with the.answers this course is approved for one.hour of Asha credit your attendance is.time-stamped through the go-to training.site you must be on the entire hour in.order to receive Asha credit please.follow the directions provided in the.material section to submit your Asha.participation form and now with that I.will go ahead and turn the presentation.over to Matt and Jill will make you.presenter thank you I'm Jill Center that.Matthew baud welcome to communication.partner instruction in AAC we have a.couple of disclosures that we need to.mention firstly are the financial is the.financial disclosure I am the owner and.director of Technology and language.center incorporated and Matt owns a.private practice on both of us actually.spend a significant portion of our time.engaged in communication partner.instruction training communication.partners to do a variety of things that.are considered evidence-based such as.model and communication devices we have.no relevant.financial relationships to report.expected outcomes for Indies in today.include participants will identify three.benefits of communication partner.instruction and participants will.identify at least three components of.successful communication partner.training programs so why are we so.focused on communication partners why do.we spend so much of our time and.practice educating communication.partners well communication involves two.or more persons and both the individual.using AAC as well as the communication.partner need to adapt to the skills and.needs of each other for the interaction.to be successful and it's been suggested.that the success of a communication.interaction between an AAC user and a.communication partner will depend.heavily on the skills of the.communication partner research indicates.that training an AAC user significant.communication partners such as parents.teachers teachers aides friends siblings.can be of great benefit in quote.promoting greater participation in daily.interactions by people who use AAC.systems recent analyses of communication.partner training programs suggest that.there's consistent evidence that the.communication of partner instruction not.only improves the skills of.communication of partners but also has a.positive impact on communication of.people who use AAC and here are really a.couple of very interesting quotes from.the Kent Walsh at all 2015 study on.communication partner instruction the.first is that communication partner.instruction can be an effective.intervention component for individuals.with complex communication needs and.parent instruction should partner.instruction to be viewed as an integral.part of an AC system and intervention.provision of instruction should be.routinely provided and I think over the.last 20 years of practice we've really.shifted how we've done things once upon.a time people would come in and say we.want therapy for Johnny and Johnny would.come for one session week two sessions.weeks times even three sessions week but.we didn't only see the type of.generalization.that we would have hoped for and over.time as we begin to incorporate.educating school staff and also families.and how to incorporate the communication.device into their natural environments.we're really seeing much better outcomes.in supporting children who are learning.language using an AAC system requires an.adult I have specific skills in the.communication mode the second one is in.addition to having strategies for.modeling and third responding to the.children's communication being an.effective communication partner or AAC.facilitator is not intuitive it often.requires one to change long-established.unconscious ways of communicating and.I've had a lot of families tell me that.they have adapted strategies for.communicating with their children that.occurred long before getting any type of.augmentative communication maybe they.adapted by asking lots of yes/no.questions maybe they adapted by reading.nonverbal communication and gestures and.when they got the communication system.it really required them to make a shift.in how they were communicating with.their child and will actually get to see.some of these comments later on from our.parent instruction study and if we look.at school staff involvement AC the kids.spend about 30 hours a week attending.school making those school staff members.the teachers paraprofessionals other.related staff members key communication.partners in the educational environment.we about school staff well according to.the 2016 Asha school survey.approximately 55% of school slps.regularly serve students who are using.AAC however many slps and special.education teachers may graduate from.pre-service training with minimum or no.exposure to AAC atia.conducted a study in 2012 of us-based.speech-language pathologists and they.found that 74% of respondents felt like.they lacked.quick preparation in AAC and assistive.technology sauce classroom staff are.likely to acquire professional.development opportunities to further.knowledge and skills in AAC but what.about the home environment the primary.the primary adventures in implementing a.CE are often the parents and the primary.context are evaluating the effects of.AAC intervention is the family parents.and siblings are not only the.interventionist but there are also.important interaction partners of the.child who requires AAC so let's take a.look at some of the research that has.been done on parent involvement in AAC.mothers and fathers rated the need for.increasing knowledge of assistive.devices as a priority family.satisfaction has been found to increase.when clinicians recognize parent needs.regarding AAC parent and family support.has been identified as a contributor to.positive outcomes for individuals who.use AAC parent training in AC has been.linked to positive changes in children's.communication parent implemented.naturalistic behavioral interventions.such as jasper combined with use of a.speech generating device resulted in.improvements in spontaneous.communicative utterances novel words and.comments the parent training at AC has.been showed it to increase family.comfort level with operating an SGD and.in supporting communication problems may.occur when families are not provided.training on ways to integrate the use of.the assistive device in naturally.occurring activities as a result the.device may be seen as a burden as.opposed to a facilitative tool to.increase participation in their of their.child in daily activities and this is so.important I see that there are some.family members who are participating in.today's webinar.welcome we know that when we give you.families homework that sometimes that.can seem like a burden to some families.families have very busy lives our.children might have other therapies in a.the speech physical therapy occupational.therapy there are extracurricular.activities there soccer there's baseball.and if we can't find a way to use the.augmentative communication device in.naturally occurring already occurring.home activities that that can really.seem like extra work instead of.naturalistic communication so let's talk.about what we know about partner.trainings those traditional training.strategies those in services that we the.schools know so much as Institute day or.early release or for those families that.get to ten maybe an after school.training or get the pop and really fast.midday to learn how to use the device in.a quick shot those really are frequently.insufficient in helping communication.partners develop expertise they need to.support long term communication needs.and evaluations of professional.development suggest that as few as ten.percent of participants who attended a.single in-service style training.implemented what they learned we really.need a lot more than just a single.webinar or single in-service to actually.be able to use the information in a.meaningful way in our daily lives so.here's a quote that we love by Jim.Knight we wouldn't teach someone to.drive by getting them election tossing.them a book and then turning them loose.on the freeway nonetheless when we.provide traditional staff development.schools that is pretty much what we do.and I love this quote by fixin the train.and hope approach to implementation does.not appear to work that is because.teaching is not talking and learning is.not listening no indeed there's a lot.more that's involved in the learning.process and many of you have a lot of.experience so in terms of looking at.what are the purpose of training you.guys have experience that we how to use.AAC so you may be here just to fine-tune.your present skills however we know.paraprofessionals parents teachers even.some speech paths that just have an.analog experience AAC will be learning.new skills and that's going to require.more.to training than those that are just.fine-tuning so we can also look at the.levels of impact of training how is this.in-service or how is any type of.training going to affect an individual.well the first level is awareness simply.realizing the importance of a technique.the second level of impact is concepts.and organized knowledge this is.understanding concepts and increasing.knowledge concepts and organized.knowledge alone will have little effect.on changing behavior principles and.skills are when we have tools and.potential for action and lastly the.application and problem-solving level.this is really what we hope to achieve.with all of our trainings this is where.individuals who participated in the.trainings can transfer and use the.skills learned alongside skills already.in their repertoire and I just want to.point out the graphic on your screen.because I think it's really a very very.perfect illustration to point out these.different levels of impact this is.actually by Lucas uber so I do.appreciate this graphic by him the first.stage he says is unconscious.incompetence so people don't know what.they're doing but they're not aware that.they that they don't know so but then.they get to that aha they get to that.awareness level but simply having that.awareness level alone is not enough for.people to transfer skills into the.classroom it's really only when they get.to that top level mastery or second.nature where people have that.unconscious competence where it just.happened so naturally that they don't.have to think about it anymore.that's that application and.problem-solving level now let's look at.training elements that are common in.many trainings that we we we attack one.Theory strategy description.understanding the rationale and that.theory in that verbal description.this really helps get people to that.awareness level for fine-tuning as well.as those that are learning new skills.the second thing we see in many.trainings are demonstration and modeling.this is live or videotaped enactment of.a skill or strategy this may be adequate.for those who are fine-tuning but for.loot new learning it increases awareness.and knowledge but generally doesn't get.those individuals to the application and.problem-solving level the third element.we see a lot in trainings our practice.trying that new skill or strategy in.those simulated conditions and we know.this is important because it improves.those principles and skills for those.that are fine-tuning and learning those.new skills but what we have learned is.that we may need up to 20 times to.practice and those simulating conditions.before we begin to transfer those skills.another training element that we.frequently see is feedback this is.observing and providing an opportunity.to reflect this can be self administered.or given by peers or coaches feedback.increases awareness and knowledge with.new learning and can result in.application for fine-tuning.however feedback alone rarely results in.permanent changes that 5th element is.coaching right the live observation that.feedback cycle in those clinical.situations it can be done by peers by.supervisors or as a consultant and this.is where we see those skills transfer to.the natural environments whether it's in.the classroom or it's at home so Dunstan.Trivette in 2012 looked at what training.elements were associated with the most.successful trainings and the first thing.that they noted is that the use of a.combination of practices was associated.with optimal learner outcomes learning.afforded in settings where there was an.immediate opportunity to apply those.newly required knowledge or skills was.more effective than learning in settings.where there were a few or no such.opportunities.and effect sizes were more than twice as.large when instruction or training was.conducted in participants work settings.most skills needed by successful.practitioners can be introduced in.training but rarely really are learned.on the job with the help of that.consultant or a coach an effective.coaching depends on the availability of.coaches who are expert in the content.techniques and rationales of the program.so one of the things that we frequently.train communication partners is computer.communication partners and is partner of.mented input so in order to be able to.teach partner augmented input one has to.be adapt at providing themselves this.graph is really eye-opening this is.actually was published in the fixon.article previously mentioned but it was.based on a study that was done by choice.and showers in 2002 where they actually.looked at the training components that.were included in a training and then the.outcomes what you'll see is that if the.training only contained a theory and.discussion there was a 10% increase in.knowledge 5% in scale demonstration but.0% use in the classroom when.demonstration and training was added to.that we saw increases in knowledge and.skill demonstration also when we added.practice and feedback in training.however even with the use of those the.use in the classroom was still extremely.low it wasn't until coaching in the.classroom was added to training that we.actually saw a significant inclusion of.of the use of the strategy in the.classroom the last element is.goal-setting and in combination with.coaching this can boost the.effectiveness of training and this is.something we always ask when we are.doing trainings to our attendees what.goals do you want to achieve in 2015.Karl Dunst reviewed a variety of.existing in-service models and.that a number of key features quote have.been found to be associated with either.both practitioner and student child.family outcomes unquote the key features.of evidence-based in-service.professional development he identified.were as follows explanation an.illustration of the specific content.knowledge and practice to be learned.active and job embedded practitioner.opportunities to learn to use a practice.and engage an evaluation of their.experiences reflection coaching.mentoring or performance feedback by a.professional development specialist.follow up by by the PD specialist and.this is huge as well sufficient duration.and intensity so learning opportunities.are distributed over time not just in a.single in-service when the instructor.acts as an information transmitter and.participants are passive receptacles.data suggests that limited recall of.information months or years later and an.inability to reach that application and.problem solving level as Aristotle has.said anything that we have to learn we.learn by the actual doing of it and.actually you can see from our graphic.here these are little empty heads being.filled with information we know none of.you are little empty heads we know that.every single person who attends a.training comes with their own.experiences their own background and the.goal of training is not to try to fill.your head with information it is try.it's to help you try to critically.analyze the information that you're.hearing and be able to incorporate it in.your natural environments along with.strategies that you already have in your.repertoire you continue on that people.learn what they study and practice your.answer training is greatest when the.training conditions are highly similar.to those of the ultimate testing.conditions so we talked about successful.training elements for school programs.but what about those for parents well.five training programs have been.commonly used and associated with.successful.trainee programs these include verbal.instruction and/or instruction manuals.in live practice role-playing modeling.by the trainer in reviewing videos of.the intervention being implemented not.surprisingly parent education programs.were also found to be of greater benefit.when parents practice the skill they.learned on their own children and just.like we see the schools training is most.effective when it is implemented every.day meaningful routines and activities.so one of the things that I really want.to point out about training is that is.implementation fidelity it has been well.documented in many disciplines that.major gaps exist between what is known.as effective practices so theory and.science and what is actually done policy.and practice the purpose of parent or.school staff instruction is to teach the.families and educators how to use.evidence-based practices in AAC so I.partner demented input however according.to implementation science high fidelity.implantation of effective training.practices otherwise known as.implementation fidelity yields high.fidelity implementation of.evidence-based practices otherwise known.as intervention fidelity which results.in positive child outcomes.implementation features those practices.use the trained partners are as.important as that intervention features.to establish evidence-based practice so.basically to sum this up how we teach is.as important as what we teach very.important for us to think about here's a.working instructional model that.combines a lot of the training elements.that we just discussed this was done by.Alice at all that was worked with.adolescents that were struggling in.schools and more recently Kent Walsh in.McNaughton devised an eight step.instructional program for communication.partners of those using a you see based.on Alice at all and included the.following.Elements pre-testing commitment to the.instructional program strategy.description jazzy demonstration verbal.practice of strategy steps control.practice and feedback advance practice.and feedback post us and commitment of.long term strategy use and.generalization of targeted strategy use.so let's take a closer look at each of.these and how we do these in our.trainings so the first step is that.pretest in the commitment this is where.the instructors take a baseline measure.of the communication partner spontaneous.use of the targeted strategy and.communicative participation of.individuals who use AAC in natural.environments instructors introduce the.targeted strategies and the training.protocol to communication partners.instructions and communication partners.discuss communication partners pretest.strengths and weaknesses and.implementing the strategy and.communication partners commit to.participating in the instructional.program in order to acquire the target.strategy so let's talk about how we do.each of these things that can't wash to.make not and describe in step one the.first is pretest this is really getting.a clearer picture of reality what is.what is currently happening in the.natural environment.and we can't stress how important this.is this really helps us set the next.stage of the next steps that we're going.to talk about in the pretest what we try.to do first is we videotape that lesson.or that interaction at home or in the.classroom before the training begins and.night suggests that when video is used.with in coaching it's best if the.teacher or parent and coach watch the.video separately so I watch the video.for the individuals that I'm coaching.the individual watches it on their own.and then afterwards we both meet and we.discuss on a scale of 1 to 10 how much.did you incorporate the child's s UD.into the lesson or activity what would.have to change to make device use closer.to attend what would you be doing.what would the student be doing so the.next.also part of a step one is commitment to.training and I like in this for those of.you who take yoga too setting an.intention every morning when I go to.yoga class the instructor says what is.it that you want to get out of being.here today what is your intention and it.really is thought-provoking what is it.that you want to gain out of being at.today's training you don't have to.necessarily chime in but think about it.what is it that you want to gain from.the training when we set an intention.and set goals for ourselves it really.helps us to be more purposeful in our.participation so this is where we'll.help the parents or that or the school.staff complete the written commitment.and we'll help them set personal goals.again why we want to use the video so.they can look at the video help.themselves set what goal they want to.achieve the second step is strategy.description and this is where the.instructor described that targeted.strategy like partnered meant an input.and its component skills as well as the.method for remembering the steps.involved in implementing that strategies.instructors discussed the impact of.implementing the targeted strategy with.communication partners and with the.individuals who use AAC and or their.parents and caregivers and this is.something that we typically do in an.in-service training session so we might.we can't do the baseline videos but we.can do commitment to training in the.in-service and then we also begin to.start describing partner Augmented input.as a strategy the third step is strategy.demonstration and this is where a role.show the instructor will model the use.of the target strategy and its component.skills and will give metacognitive.explanation of all the steps of form and.when we're training parents or school.staff and partnering events and input we.show a variety of videos in different.settings and different activities during.this in-service component.however we don't limit strategy.demonstration to videotape we also do.live strategy demonstration either in.the classroom or at home so the very.first thing that we do is we review our.partner augmented and put observation.tool with the staff member the.observation form is a simple chart that.lists the critical behaviors that a.staff member or parent should be.watching for when watching us model a.lesson and that sets those expectations.and when we demonstrate an activity in.the classroom or at home we have them.watch us or maybe a video of us.demonstrating activities and what Jim.Knight talks about is that teachers.would prefer that they rather the.coaches only model the targeted practice.rather than the whole lesson so we have.the staff member a parent use the.observation tool to tally the behaviors.that they have observed us doing and.we'll discuss thoughts and questions so.just so you can get an idea of what our.checklist looks like here's a copy of it.and we actually use the same checklist.for both model lessons and coaching.sessions and we're going to talk more.about the elements that are on here when.we talk about verbal practice in just a.moment step 4 verbal practice this is.where the communication partners.practice naming and describing all the.steps required to implement that.targeted strategy verbal practice of the.strategy steps we do we use the smores.mnemonic and s'more stands for slow rate.modeled repeat respect and reflects.expand and stop and unfortunately we.don't have time to go fully into detail.about those elements today but using.mnemonics has been shown to help with.recall perhaps you remember learning.mnemonics for remembering the planets or.maybe for biological classification of.living things or maybe for some of you.speech pathologists out there you.remember the one through the cranial.nerves but each of the ingredients to.successful modeling that we discuss.corresponds to the letter to a letter.and the mnemonic s'mores we were doing.the families and staff members label.they just.arrive each step allowed during the.trading with guidance from the.instructors to confirm that the partners.understand the strategies the.instructors also lead staff through.rehearsals so this is vocal repetition.of the strategy steps to aid staff and.parents in memorizing the steps involved.and again rehearsal is something that we.know we teach we teach our students when.we're trying to teach memory that's.seeing something over and over again is.really a great way to be able to commit.that to memory and this are coming to.play when we start doing the coaching.the fifth step is control practice in.here the communication of partners.practice implementing the targeted.strategy in controlled environments with.gradual fading of instructor prompting.and feedback during the in-service part.that we do with parents and school staff.generally we will use a communication.board or will have those extra devices.available maybe we'll use emulation.software that's available and will.participate in a variety of control.practice exercise or labs and this.actually takes up quite a significant.portion of our training I mean this can.actually take over an hour to really.just spend time with hands-on practice.modeling and a communication device and.there are other ways that we have to.help people perform controlled practice.we use fun activities like wordless.videos we have people model along with.Simon's cat there's a link here for.those of you who aren't familiar they're.really charming videos that really have.great opportunities for modeling.language another control practice.activity that we use are those woodless.wordless picture books a great.opportunity to get the practice model in.the device based on what's going on in.the story however again we don't limit.controlled practice to an in-service we.also do controlled practice in the.classroom or at home this is where we'll.watch that staff member will watch the.parents do the same lesson or activity.that was modeled.we use that same observation tool to.tally critical behaviors and after that.we'll discuss the observation using.those follower cushions on the partner.vented input observation tool so let's.look more closely now at the observation.tool what you'll actually see is that we.have all of the critical behaviors that.we're looking for in partner Augmented.input so the slow rate model respect and.reflect etc as well as the description.of the behavior and then here on the far.right side of the form.we actually tally the number of times.that each of those critical elements was.observed and as we're using the.observation tool follow-up questions for.our coaching sessions we'll discuss.these questions with that staff member.or parents again these were adopted.adapted from Jim Knight and the question.might be how do you think tech tivity.went what do you think went really well.in the activity what are some things.that we kind of still need to work on as.a team so again really giving an.opportunity for that reflection that we.talked about the next steps is advanced.practice and this is where communication.partners practice implementing the.targeted strategy in multiple situations.within the natural environment with.gradual fading of instructor prompting.and feedback and this is when you know.this step is occurs yep in home or in.the classroom there really is no way to.give this advanced practice in a.workshop or in-service type environment.so this is where we start seeing that.coaching aspect an instructional coach.is an on-site professional developer who.teaches educators how to use proving.teaching methods and since the eighth.step instructional program developed by.Kent well should make not and requires.coaching of AAC strategies in the.classroom much can be learned by.examining the instructional coaching.literature and unfortunately we do not.have time to go into this and depth.today this is something that we cover in.our full-day workshops but really.there's a wealth of instructional.coaching information online Jim Knight.actually has a.site with streaming videos as well as.print resources so we would strongly.encourage you to check out that.information that next stop is the post.testing commitment this is where the.instructors document we review.communication partners mastery of the.targeted strategy and check performance.against that baseline that pretest is.the communication partner strategy.implementation and the communicative.participation of individuals who use AAC.and instructors elicit feedback on the.impact of communication partners.implementation of the targeted strategy.from the individuals who use AAC and or.their parents or caregivers instructors.assist communication partners in in.generating goals for the future.and that last step is generalization.this is where the communication partners.practice implementing the target.strategy across a wide range of settings.and plan for long term implementation of.the strategy so this is where we get.into some of the evidence behind the.practice there have been a number of.studies that have been done looking at.this can't wash and make not an eight.step model to teach communication.partners of those who use AAC and the.first study that we're going to talk.about today was done by account loss at.all and they used this training protocol.to teach parents at a 2-week AAC camp.and they found that use of multi symbol.messages improved another one by Kent.Walsh was used to model to Train parents.yeah they instructed families to read.books with their children using the raw.read provided AC model as the only age.question plus provide an AC model and.answer the WH question plus provide an.AC model as a result the positive.outcome was that all the children.demonstrated increases in communicative.turns another similar study was done by.finger at all and at this time they were.looking at tape training educational.assistants and similarly they found that.use of multi symbol messages improved in.Senate Mason use this eighth stop as.well to Train educational assistants and.as.parent modely increase the child's total.communicative turns increased however.one of the things that we noted when we.were reading these studies is that all.of the studies if you look at some of.the details in our notes were focused on.a single activity storybook reading now.storybook reading is not something that.occurs in every classroom or in every.home and so we wanted to see if we could.actually generalize some of this AAC use.beyond storybook reading and also many.of these studies used activity-based.communication displays so the other.thing that we wanted to look at was.could this also generalize to modeling.being done on a child's existing.communication device so in our first.study we use this 8:7 structure of the.Train a self-contained self-contained.classroom teacher speech-language.pathologist into instructional.assistants in partner I've meant an.input and as a result all staff.increased modeling on the student speech.earning device between that tree and the.post-test measures across all activities.and again the positive outcome of the AC.is or was that that student increased.frequency of communication and.independence and in a recent discussion.of the study a lot at all note that.outcomes of the study extend the.research by training school personnel.and applying the strategy across.activities within a natural classroom.environment with minimal disruptions.daily routines of the staff involved.this study strengthens and extends the.literature by demonstrating that.participants from the same context for.example in self-contained classroom.regardless of their backgrounds and.experiences can be beneficial in.increasing Augmented input of partner.across activities so some of the things.that we noticed from the staff that.participated in the study was that they.were more familiar and quicker with the.devices and incidentally these are.things that they reported in themselves.we actually wanted to look at social.validity so they actually do.questionnaires after training and we.give parents questionnaires after.training as well.want to know what families thought about.the training what our staff thought.about the training and some of here's.some of our things explain more to the.child they slowed their speech they used.a device more they paused long they were.just more relaxed in therapy they're.actually communicating with their.students and I felt like I was better.meeting the needs of my student and more.knowledge of device made it easier to.use um.staffer also asked to know what changes.they saw in the student and so they said.would imitate us use the device a little.differently not just when requested.that's huge right.not just in response to a prompt but.spontaneously stayed with the group.longer was more engaged and excited.about activities he appeared more.relaxed that I was communicating with.him in a way that he understood he paid.attention more and they saw an increase.in speech and the staffs noted what they.liked about the the study was that they.were using the device more to become.more familiar skills learned useful.throughout the day they became more.familiar with the device just that last.one about using it more throughout the.day that's what we want to see they were.able to incorporate the device into.lessons so it's being used more feedback.during the lessons they like that piece.of I was doing the advanced and control.practice showing them on the device.during the activity it was a.personalized training there were.specific feedback and quick feedback.again they really liked that feedback.aspect and they gain knowledge of the.device and where things were yeah.actually you know it's interesting.because prior to training I sometimes.hear that individuals are concerned.about the coaching element you know that.there would be some kind of element of.judgement or that there would be some.type of need to be perhaps apprehensive.about having someone come in the.classroom and really when you read more.about instructional coaching it really.is a collaborator it's really a.collaboration and and really what ends.up happening is that most of the time.most staff really enjoy the feedback.because they feel like they learn so.much from the.opportunity so so very interesting that.even an apprehensive staff sometimes we.see that they they really feel much more.at ease once the training begins and if.you want reprints of this study they're.available upon request and just looking.at some more evidence behind this this.practice the eight sub instructional.model was used to instruct for parents.of children who use AAC to provide.partner when to the input on their.children's sgds during activity strictly.occurring at home and again we really.wanted to emphasize that these were.activities which were occurring.naturally in the home environment.naturally infrequently and what we found.is that following the training all.parents demonstrated the ability to.perform all of the components of.successful modeling so the smores as.determined by review of the observation.checklist completed during the coaching.sessions and all pairs increased.modeling on their children's featuring.device between baseline and post-test.measures and one of the things that that.was really exciting to us is that the.percentage of time the speech generating.device was used at home also increased.for all the participants we we lost.partial data for one half a.participant's due to a device crash but.on all the participants we did see a.significant device use following.training in the home environment in sub.verse for some of the social validity.with this one there were seven questions.we asked and with overall I believe that.P I has been effective in supporting my.child's communication I better.understand how to provide Pai during.regularly occurring activities at home I.was more familiar with the language of.my child's device I found this training.useful I will continue using pai at home.I think it would be helpful for for.other family members to trainees attend.this training and I use my child's SGD.more frequently at home and so all of.these questions were rated on the Likert.type scale one would strongly agree I'm.sorry one would strongly disagree five.would strongly agree and all far too.poor participants rated every single one.of these questions a 5a strongly agree.for all of the questions so.when we used the combined eight steps to.teach families how to incorporate the.speech generating device into frequently.activities at home occurring activities.at home we really saw that families felt.that and perceived that this was very.beneficial to them and again we asked.some things about them little changes.itself and they said using the respect.and reflection option more I believe I.communicated better with my child when I.took that into consideration.we had a great language extension chain.exchanges then and often led back to the.tasks we were targeting but sometimes it.didn't but if I didn't the conversations.that were had on very informative and.covered ideas and topics that hadn't.been talked about in the past.much better proficiency using the device.I noticed that I'm more confident in.using the device and getting used to.using it in general not just for helping.my child request but also in initiating.initiating conversations and this last.one it really is a great illustration of.that difficulty with some of the.long-standing adaptations that families.make to communicate with their young.children who have communication.difficulties changes that I started to.make and need to continue working on is.providing my son with more opportunities.to communicate over the years I've.gotten so used to speaking for him.asking yes/no questions and figuring out.what he needs without talking that it's.a change of mindset that I need to work.on he has so much he can say and he.knows he can use his device it's about.breaking that barrier to actually have.him use it changes that they know to.their child included my child is taking.in the modeling in his own way it might.not look like he is watching or learning.but he is and it may just take some time.for it to show itself child feels way.more comfortable using the device that.child is getting more comfortable using.the talker and the child is using it.more and more as time goes on when the.child has moments of frustration when he.is having a hard time communicating his.deeds he will independently reach or.search for his talker at times when I'm.not getting into his attention when I'm.speaking or.feel he is not fully understanding I.will use the talker to repeat what I'm.saying and I will get any reaction such.as eye contact so I feel it helps with.in comprehend better I have noticed that.if I give my son the opportunity with.longer pauses and not providing.yes-or-no questions.he uses his device more again with the.parents noted what they like where that.positive environment for learning the.process I appreciate the hands-on.approach getting the chance to see it.and then jump in and try it yourself I.was able to learn more about my child.his interests and dislikes very thorough.gave everyone a better understanding on.how to communicate effectively the.breakdown of different steps and using.my son's device for more than just.requesting I liked the feedback from the.sessions that I have received the.training was very good as before the.study I knew we needed to model the use.of AAC for my son but we focused so much.on modeling and using the device.ourselves that we didn't give him many.opportunities to use it so some really.eye-opening things but very positive.that when we do communication partner.instruction there are positive benefits.to both communication partners and to.the children and students that we work.with we have some resources that we'd.like to share the one we have a partner.meant to the input in the classroom.Facebook group this Facebook group group.is for speech-language pathologists.educators 80 specialists who are.bringing modeling to their classrooms by.providing staff instructions and.parliaments and input the goal of this.group is to provide a forum for sharing.resources and successes as well as to.provide support for school teams who are.facing implementation challenges when.serving students using AAC we also have.a new video resource this video program.takes school staff through portions of.steps one through five of an.evidence-based 8 step instructional.model specifically for teaching partner.admitted input this program covers.commitment to the instructional program.strategy description videotape strategy.demonstration verbal practice of the.strategy steps in some controlled.practice.the streaming video is available free to.schools that are part of the infinite uh.coalition infinite Xserve school.districts in Illinois Minnesota Kansas.and parts of Pennsylvania those nine.states listed above can find out more.information about obtaining a DVD by.visiting the technology and language.Center website we also have a guest post.on the practically C blog that shows us.shows gives you the resource for the.parallel talking lab this is a link to.the article about control practice in.this article there's a link to a UT to.corresponding to our parallel talk lab.for you to explore on your own finally.we have a number of online resources.that are also available regarding.partner training and partner invented M.fights we have a video a recently.recorded video on our YouTube channel.that just goes through strategy.description of partner with mental input.you can find that we have a Pinterest.board both on coaching and on partner of.minted input which might be very useful.for those of you and of course our.websites Facebook Twitter do you stay in.touch we love to hear how people are.doing with this type of instruction at.home and at school so I think that.brings us to questions.Lisa do we have any questions for today.Sarris trying to unmute myself yes you.do have one right now it is I work in a.public school and have a few students.with STDs which they own and take home.each night so when we do trainings after.school there are no devices for the.staff to use on their own any.suggestions for how to best give them.controlled practice in this situation.well we do a lot in our school so.there's a few options you can do for one.you can always contact your a rap if you.guys have the nova chats or chat fusions.you can contact the salsa rap i'm sure.they'll give you guys a few extras if.you give them a heads up also what we do.a lot of times if we don't have the.device itself we might have an ipad.extra ipad so we'll use the iPads that.have very similar pages or since most of.the device companies now have free.emulation software you can get the chat.editor from the saltoro website you can.use that on computers or the smart.boards to do the control practice and in.our research study that's how we had to.do it we didn't have a device for every.participant so we use some of the.emulation software and even sometimes.when we had to we've used low tech on.some of the main pages just to get them.familiar on that first couple of pages.hopefully they answers your question.next question when modeling with someone.who uses auditory scanning with switch.do you model by way of using the switch.or do you use the touchscreen and the.same question with eye gaze well okay so.actually those two things have two.different answers I gaze is a form of.direct selection and it is very.difficult to be able to model with eye.gaze because you have to move the.student out of position and you may have.to recalibrate on your eyes depending on.how wide apart your eyes are compared to.the students and you'd have to be in the.right position so with I gaze rather.than trying to keep moving the device.back and forth and get it into the.appropriate position for eye gaze we use.direct selection to model that however.for scanning we really do try to model.using the switches as.as we can because if we do direct.selection the student doesn't always.realize where that is on their page or.how to get there and so modeling with.switches just affords that child an.additional opportunity to see and hear.where the where the vocabulary item is.on the page okay next question.can someone would like to see the.partner Augmented input observation tool.again of course yes so we'll go ahead.and flip back to the slide but basically.what we did was we took all of the.different components of s'more slow rate.model respect and reflect repeat expand.and stop and we just had a tally next to.each one of them so hopefully we have a.lot of slides here that will get you see.that quickly um there we go so you'll.see that that we have on the Left the.behavior so the slow rate the model and.then on the right we just hash mark it's.a really quick and dirty did you see me.use slow rate did you see me model did.you see a respect and reflect okay next.question what to do with preschool.kiddos who are also working on.engagement when introducing AAC actually.that's a really great point we have a as.we we cited a study at the very.beginning of this presentation by honor.all at all and that was actually done on.young children who had autism and use.AAC and they actually found that by.using the speech generating device in.their sessions and modeling on the.device that they actually saw an.increase in joint attention and.engagement and actually it's interesting.if you look at the staff.comments when we asked about what.changes they saw in the child during our.school staff instruction study they also.had multiple comments that were related.to increased engagement he increased eye.contact he stayed with the group longer.so we do see that we when we do modeling.on communication devices with young.children with autism that we do get at.both language benefits as well as.nonverbal communication benefits okay.you have another question a couple.people have asked if they can have a.copy of your PowerPoint I think we did.provide all the slides in the handout.that we have so that should be available.to you in the handout section and then.in addition to that question did the.parents of your recent research have.children with the autism or other.complex communication needs yes our so.we had four subjects in our study two of.them had autism and two of them had.other complex communication needs.any other questions.we have about five minutes left is there.anything you wanted to talk about how.you got started in this process oh I.just saw another question how many.coaching sessions did you provide for.families yes um okay I know we didn't.have enough time to go through all of.the methods and subjects for the family.research study but we initially started.the study to do it over the course of a.semester which was a 12-week long.semester and with illnesses and other.absences our families had depending on.the family between eight to ten coaching.sessions each and even the school-based.study when we did that one it was it was.a five-week program so it was pretty.close in terms of coaching there was.really three in classroom coaching.sessions that we did her staff member.however in the school staff study we.actually did find that when we did.follow-up we did see a decrease so that.just said to us that you know some staff.particularly those who are learning this.is a new skill may need a more coaching.sessions or a longer duration where we.really found the follow-up is really.important and when we kind of walked.away too fast it was that's where we saw.less of it happening after we saw.another question here how do you handle.teachers who are resistant to using AC.in the classroom that's a fun it's a.sticky situation a lot of different ways.generally the what has happened in our.district where I work in is a lot of it.comes from top-down that administrators.all bought into the the coaching aspect.of AAC and since again we brought in the.research to the admin about why we use.AAC but then we also brought in why we.we do the eight step instructional.program so that helps it because what we.have done with is that our.administrators also have added it to.their or walkthrough when they're doing.their in formals and they're walking.into the classrooms they expect to see.that device out they expect to see the.teacher and different staffs touching.so part of this happened where they know.if they're not going to do it it's going.to be reflected on their evaluation of.course they can play yes I see Matt's.here I'm going to do it now but part of.it is we go ahead and coach and I think.like Jill said that even if they're.resistant to using it in the classroom.we found when we start doing that.coaching and we make it that partnership.with them and we really listen to what.they are they're concerned about what.they want to try doing it we get more.buy-in with them because they were like.we're tying it to what they want to do.and we're just adding the technique of.the modeling and the AC in the classroom.yeah I mean typically in the first.coaching session when we go I mean.typically in the first session before we.ever get to coaching when we meet.teachers you know we do try to establish.a rapport find out what their typical.day in the classroom looks like what are.their concerns and try to address those.collaboratively the next question from.baath was what was the length of each.session so the coaching sessions in the.classroom were 30 minutes per staff.members so we might be in the classroom.for two minutes if there were three.instructional assistants and a teacher.for the parents they typically.participated in a 15-minute clinical our.therapeutic session yeah we usually keep.the coaching sessions in the school is.tied to whatever the typical typical.length of activity is we don't want to.change the practice of a classroom so we.make sure if they're doing the reading.for 15-20 minutes we will use it that.period of time we just might take a few.extra sessions to get in what we watch.okay.examples of the targeted strategies I.think I understand what you mean by that.question you know one of the things that.we've really actively been involved in.teaching staff and Families is partner.admitted input so that is the targeted.strategy that we typically try to teach.staff to use in the classroom or.families to use at home and again we.have that broken down into component.behaviors that we expect to see on our.observation tool and we discuss these in.much greater detail in our trainings.that are more folk.some partner meant to them but and if.you want to hear more about those you.can even look at our Pinterest page we.like we said we have a couple videos.that talk about in other resources.any other questions and with the last.minute of our seminar today I also.wanted to remind you if you are looking.for a sure credit your Asha.participation form and the instructions.are in the materials bar and you will.also receive them in a follow-up email.so they'll need to be turned in within a.couple weeks there is another question.from from Judy hi Judy as a parent how.do you get the teachers on board well I.guess you know that's it it depends on.the situation but I think you would have.to go up the administrators we know that.classrooms are always looking for.evidence-based practices so I think you.need to bring it to the administrator or.at the IEP meeting go what are we doing.to teach my child how to communicate so.that's where we come into and like an.evidence-based practice we understand is.modeling we also know an evidence-based.practice is that coaching aspect so if.they're not using that that's how I.usually get them to start bringing into.it because most of them aren't.comfortable so that's why they might be.resistant to doing it anyways or they.might be resistant to do because they.don't understand what the device is so.we tie it back in we'll come in and do.the coaching aspect and generally that's.when we get everyone on board because.they see that power yeah and when I.attend IEP I often try to ask for staff.instruction in augmentative.communication or in partner mented and.put listed in the accommodation so it's.something that we know if there's a need.is addressed in the legal document you.just answered my question how do you get.started it was part of it okay.many thanks to you from many of your.attendees any other questions before we.end this session the top of the hour now.well we just really want to thank.Saltillo for the opportunity to speak.with you today and thank everybody for.attending it was really a pleasure if.anybody has any questions.that arised after the session please do.feel free to reach out to us hi.everybody.thank you Matt and Jill it was amazing.thank you.

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Partner Instruction 2014 Form FAQs

Hit on answers to questions about Partner Instruction 2014 Form . Discover the most ordinary topics and more.

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Is it going too far to ask a potential girlfriend to fill out a potential partner evaluation form?

Beware of any potential girlfriend who would actually fill out a partner evaluation form. Note that people talk to each other, that communication is how you come to know someone and they you.

Do military members have to pay any fee for leave or fiancee forms?

First off there are no fees for leaves or requests for leave in any branch of the United States military. Second there is no such thing as a fiancée form in the U.S. military. There is however a form for applying for a fiancée visa (K-1 Visa)that is available from the Immigration and Customs Service (Fiancé(e) Visas ) which would be processed by the U.S. State Department at a U.S. Consulate or Embassy overseas. However these fiancée visas are for foreigners wishing to enter the United States for the purpose of marriage and are valid for 90 days. They have nothing to do with the military and are Continue Reading

What are the tips for filling out the IIFT CV FORM for 2014?

Be truthful (Honesty is rewarded and interviewer has his/her own way to find it out) Use Highly refined formal language ( You are about to enter the corporate world) Try not to repeat one point for multiple answers (Say for example different questions asking for academic achievement and one greatest achievement) Keep the form clear of any bruises All the best!

How do I fill out the form of DU CIC? I couldn't find the link to fill out the form.

Just register on the admission portal and during registration you will get an option for the entrance based course. Just register there. There is no separate form for DU CIC.

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