We had our second session of our monthly AAC groups as part of our Rett Syndrome and Related Disorders Communication Program. This time we had our group for 5-9 year olds and our group for 12-16 year olds. We read a book and did some predictable chart writing, and then we painted pots and planted flowers. So much fun!
Read moreWhat is aided language input? During aided language input, communication partners highlight symbols on the AAC system as they interact verbally with the person using AAC with a goal to teach language. (Goosens, Crain, Elder, 1992, 1994) Basically, you are using the device to talk to your child, just as you expect your child to use the device to talk to you and others. How do I do it? Choose target words, and activate those ...
Read moreWe had our first monthly group as part of our new Rett Syndrome and Related Disorders Communication Program! We made flower crowns, had a dance party and explored different colors and flavors of chapstick, using our eye gaze devices to talk about it. Everyone had so much fun!!
Read more
Today in the clinic, I have been busy putting some AAC printouts around the space, and creating some core word tables to give communication partners ideas as to what core vocabulary could be used within a specific activity. Along with this, I posted one of my favorite AAC graphics. It’s a good reminder that we need to teach our kids how to communicate, and minimize the testing. Thank you to Carole Zangari of Praacticalaac.org for …
Communication is so much more than the words we speak. It’s the way we shift our eye gaze, and where we look. It’s our facial expressions. It’s our body language, our movements and gestures. There is so much to be learned from slowing down and paying close attention to all of these things. A whole conversation can take place without a single word being spoken. We can learn so much from our nonspeaking children, probably …
Tanya moved from Boston to San Diego. She earned her Master's degree from Emerson College in Boston, in Communication Disorders in 2004 and a second master's degree in Assistive Technology from Simmons College in Boston, in 2012. Tanya has provided speech and language services for children who have complex communication needs, using low and/or high tech augmentative and alternative communication (AAC) with varying diagnoses. Tanya has been mentored by experts in Rett Syndrome and complex communication needs. She is PODD trained and attends the yearly assistive technology conferences. She has experience using a variety of AAC devices and working with alternative access, including eye gaze and switch use. In her free time, Tanya enjoys exploring San Diego, going to the beach and spending time with her dog.