This practical resource is designed to help the families and professionals who support children who use augmentative and assistive communication (AAC) to interact with the world around them. The research-based Hear Me into Voice protocol, presented at the American Speech-Language-Hearing Association Annual Convention in 2018, the California Speech-Language Hearing Association Annual Convention in 2017, and the International Society for Augmentative and Alternative Communication Conference in 2016, provides communication partners with a functional knowledge of the child’s communication skills and provides a practical intervention plan to carry forward. Through this protocol and intervention plan, communication partners can engage with the child’s personal voice, through their varying multimodal forms of communication; the child is given the space to grow into a competent and confident communicator.
Key features include:
- Photocopiable and downloadable resources, including the Hear Me into Voice protocol, an AAC report shell template, an AAC report teaching template, and tools including how to make a communication wallet, and a Let’s Chat communication partner tip card template.
- Guidance for offering AAC intervention sessions, including an intervention plan supported by case studies
- Practical activities that can be used to engage children with complex communication profiles
Engaging and easy to follow, this resource is not only essential for professionals and students looking to support children with complex language needs, but also families looking to understand their child’s unique communication style.
Table of Contents
Dedication Authors’ Biographies Acknowledgments PART 1: Hear Me into Voice Beginnings: Why the Protocol Hear Me into Voice, the Case Studies, and the Intervention Plan Matter The Six Components of Developing Participation An AAC Architectural Plan with Purpose Terms of the Trade Forms of Communication Protocol: Hear Me into Voice AAC Report Shell Template An AAC Teaching Report Intervention Planning: A Way to Structure an AAC Session References PART II: AAC Intervention Plan with Case Studies Chapter 1 Getting Started with Social Interaction: Building Intentional Communication Building Intentional Communication A Case Study in Getting Started: Meet Diego Getting Started with Communication Activities Getting Started with Facilitator Strategies Getting Started with Developing Literacy Getting Started with Vocabulary Getting Started with Tools and Access A Summary for Getting Started Before We Go: Let’s make a Communication Board, Card, or Ring References Chapter 2 Building Fundamentals with Social Interaction: Expanding Communication Building Fundamentals Case Study: Meet Moses Building Fundamentals with Communication Activities Building Fundamentals with Facilitator Strategies Building Fundamentals with Literacy Building Fundamentals with Vocabulary Building Fundamentals with Tools and Access A Summary for Building Fundamentals Before We Go: Troubleshooting the Environment, Nonverbal Communication, & Device Use References Chapter 3 Making Connections with Social Interaction: Communication Counts Making Connections Case Study: Meet Alexa Making Connections with Communication Activities Making Connections with Facilitator Strategies Making Connections with Literacy Making Connections with Vocabulary Making Connections with Tools and Access A Summary of Making Connections Before We Go: A Topic Book Titled, The Chronicle of Me References Chapter 4 Bridging Skills with Social Interaction: Purposeful Expression A Case Study in Bridging Skills: Meet Jada Bridging Skills with Communication Activities Bridging Skills with Facilitator Strategies Bridging Skills with Literacy Bridging Skills with Vocabulary Bridging Skills with Tools and Access A Summary of Bridging Skills Before We Go: A Communication Wallet References Chapter 5 Maximizing Participation: Responsive Interaction A Case Study in Maximizing Participation: Meet Joy Maximizing Participation with Communication Activities Maximizing Participation with Facilitator Strategies Maximizing Participation with Language Literacy Maximizing Participation with Vocabulary Maximizing Participation with Tools and Access A Summary of Maximizing Participation Before We Go: Let’s Chat: An Easy Way to Talk with Me References
Lesley E. Mayne, Ph.D., CCC-SLP, is Assistant Professor at California Baptist University. Her interests include augmentative and assistive communication (AAC) and pedagogy. Dr. Mayne has taught as an adjunct faculty member at California State University, Fullerton and worked in the public school, charter and private settings for 20 years. She has presented at local, state, national, and international events and conferences including the California Speech-Language Hearing Association, American Speech-Language-Hearing Association, and International Society for Augmentative and Alternative Communication. Dr. Mayne participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received an award for Outstanding Achievement at the 2013 California Speech-Language Hearing Association State Conference. In 2013, she co-presented a five-hour Ablenet University webinar series with Dr. Sharon Rogers titled AAC: Developing Participation that reached an international audience. She is the author of Let’s Talk Social Skills, 2nd Edition (Speechmark, 2019).
Sharon M. Rogers, Ph.D., CCC-SLP, served as Assistant Professor in Teacher Education at Claremont Graduate University and as an adjunct faculty member in the Department of Communication Sciences and Disorders at California State University, Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). Dr. Rogers was awarded for Outstanding Achievement by the California Speech-Language Hearing Association in 2010. As a speech-language pathologist (SLP) in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex physical and communication profiles. She continues as a consultant with students as they participate using AAC. She published an article, Two Perspectives on Technology for Children with Special Needs, co-written with Dr. Suzi Hoge, that included viewpoints of both parents and speech-language pathologists. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at the California Speech-Language Hearing Association, the American Speech-Language-Hearing Association, and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark, and Spain.