Welcome to the AAC ToolKit, compiled by me: Hanna Bogen! This is an evolving ToolKit of AAC resources (most of which were not developed by me) for children and adult clients who currently use or are being evaluated to use AAC! Stay posted for continual updates! Each post is a resource that can be used for either children, adults, or all AAC users!

In case you're wondering how to use this site most effectively, here are a couple pointers! Just below this "blurb" and to the right is a section called Types of Resources. This is a general categorization of the posts/tools into populations: adults, children and young adults, and all AAC users (both adults and children) and eval/assessment vs. intervention tools. You can click each of those general categories to find specific posts/tools that relate to those categories. Below that area is the Blog Archive, a list of all posts/tools on this site, in case you'd rather navigate through the resources in that way!

Wednesday, July 25, 2012

PRC Lesson Plan: Expressing Negatives


Resource Toolkit Assignment:  Resource Summary Sheet

1.     Name of the tool, or a brief description: PRC Language Lab: Expressing Negatives Stage 2 (and other Language Labs for learning various skills with the unity system).
2.     What type of patient(s) would you use this tool/technique with?  (Describe by characteristics or by etiology.) The language labs are intended to help any new Unity users on PRC devices learn various language development milestones as they also learn to use Unity. According to the PRC website, “Each lesson plan contains a target language outcome, a short list of vocabulary words, suggested objectives, ideas for teaching activities, and links to smart charts with the Unity icons.”
3.     How/why would you use this tool?  In what way will it be helpful? Since the organization of Unity is so different than most other AAC devices, the Language Labs provide professionals who work with PRC AAC users opportunities to teach the symbol organization system and important language milestones. Specifically, I would use the Stage 2: Expressing Negatives lab to teach the AAC user to use 2-word phrases to express negatives and direct activities.
4.     What are the advantages of this tool/technique? The Language Labs allow the SLP to address two skills in a single activity: teaching the vocabulary of Unity and reaching critical developmental language milestones.
5.     Are there any disadvantages to this tool/technique? This set of resources is only applicable to clients using a device with Unity, so it limits how helpful it can be with large client populations.

The next several questions relate to how you obtained this resource:
6.     If you used an existing tool, answer these two questions:
a)     Source/citation for this tool:   (whether published, or from a course, or SPHSC materials)
b)     Did you modify this tool?  If so, in what way? No, I did not modify the Expressing Negatives Stage 2 in any way.
c)      Anything you still don’t like about it and may change in the future? I don’t think I would change this lab at all. Depending on how much I end up working with kids using Unity, I might want additional labs, but for the moment I think it’s a great resource!






Expressing Negatives
Stage 2
By Verda McGraw, M. Ed.
Expected Outcome: The person will use two-word phrases to express negatives.
Purpose: to encourage using 2-word phrases to express negatives and direct activities and to expand
the person's length of utterances
Target Vocabulary:
1.don't 2.eat 3.help 4.like 5.more 6.no 7.not 8.read 9.stop 10.that 11.want
Target Language Skill: Produce two word utterances to express negatives
Suggested Objectives:
1.The person will say the phrase "no more" to indicate that he/she does not want more of an item during an activity.
2. The person will say the phrase "don't help," "no help," or "not help" to indicate that he/ she does
© 2012 Prentke Romich Company Page 1
not want help.
3. The person will say the phrase "not that" and point (with fingers or by looking) to indicate he or

she does not want the object or item.
6. The person will say the phrase "stop read," or "don't read" to indicate that he/she does not want to

read or to continue reading.
8. The person will say the phrase "stop that" to request that someone stops an action.
9. The person will say the phrase "don't like," or "not like" to indicate his or her preference.
10. The person will say the phrase "not eat," or "don't eat" to express his or her preference about

food. .
Teaching Activities: A. Speaking:
1. Model and prompt the words on the device. Encourage and demonstrate one quick motor pattern from one word to the next, so that the two words are spoken as close together as possible.
2. Repeat the word that the person speaks on the device, and then proceed to act it out.

3. Try different prompting methods. Consider hand over hand, verbal prompting, and/ or using a penlight or laser pointer to highlight the word.
B. Reading:
1. When you have read a book, ask the person to indicate whether he or she wants to read more. Model the phrase "don't read" or "stop read". Also model the phrase "read more". Be sure to do what the person requests.
2. Ask the person to choose the next book. Model the phrases "read that" and "don't read". If the person says "don't read" put the book away.
© 2012 Prentke Romich Company Page 2
C. Writing:
Connect the device to a computer with a USB cable or Blue Tooth module. Let the person practice writing phrases in a word document. Model and prompt the negative phrases that the person is learning.
D. Generalization:
1. Do art projects with various materials. Model the phrases "like that" and "don't like" Ask the person to make a choice of material by using either "like that' or "don't like". Put some un-favorite items out for choices (coffee grounds, dirt, -- but be careful, this might backfire!)
2. Have 2-3 different toy choices - e.g., bubbles, blocks, and cars. Model the phrases "do that" and "not that" (in conjunction with pointing/ eye pointing) to choose the activity. Once the activity has been chosen, use appropriate two word phrases within the activity. For bubbles or cars, for example, you can use "go more" to request more bubbles/ car movement. For blocks, you could use the phrase "need more" when he/ she runs out of blocks. Try doing things that sabotage the person's play, for example putting roadblocks in front of cars. Model the phrases "stop that," and "not that". Encourage the person to direct you by expressing negatives.
3. If the person continues to use one word phrases (e.g., "eat" instead of "want eat"), acknowledge that you understand them, model the two word phrase and ask them to repeat. If they still use one word, give them a choice between stopping and continuation (e.g., 'more eat' or 'don't eat')
4. During snack time, ask the person if you can have his or her snack. Reach for something the person is eating. If the person does not say "stop that" or "don't eat", then model the phrases on the device.
© 2012 Prentke Romich Company Page 3 

No comments:

Post a Comment