Kristina Edie's guest appearances

Kristina Edie

Talking With Tech AAC Podcast

OwlTail

Erica Sauer

Bernadette Wiley

This week, we share Part 2 of Chris’s conversation with Kristina Edie (SLP), Erica Sauer (Director of Special Programs), Joy Mockbee (OT), and Bernadette Wiley (PT/AAC) with Hancock County Schools in West Virginia. They continue to talk with Chris about the Specific Language System First approach and how it might work for their district, including how to choose the “tier 1/2” device that you give every AAC user.   Before the interview, Rachel shares about working with a new client who has had some difficulty with implementation over the last 5 years with other therapists. Her client’s school-based SLP recently recommended that the AAC User should go to a paper based book to communicate. The SLP said Rachel’s client wasn’t using the device “functionally” because he sometimes hit different buttons and treated the device like a “toy”. When Rachel got a chance to work with the student, she was blown away by all of the ways that this AAC User can communicate, and Rachel was frustrated that he was being denied robust AAC when the problem is poor implementation.   Key Ideas This Week:   🔑 The Hancock team asks Chris about choosing an AAC device for the district that uses Symbol Stix, like TouchChat or Proloquo2Go, because they often use those symbols in class as part of Unique Learning Systems. Chris notes that, in his experience, if we are good at modeling and descriptive teaching, then we can teach any robust system to AAC Users, regardless of how familiar they already are with the pictures.   🔑 One benefit of learning how to model really well on one AAC system is you are able to learn your next AAC system faster, because you already understand the key functions of AAC software in general.   🔑 Chris shares that, with AAC, you need to hit the “sweet spot” that includes an appropriate AAC tool, training for the circle of support on modeling/descriptive teaching, and hands on coaching on how to model effectively.   Links from this Episode:   Continuum of Language Expression (http://bit.ly/colegooglesheets &amp; http://bit.ly/lcpscolepiktochart)    Chris and Rachel discuss the Continuum of Language Expression (COLE) during the banter of this episode of Talking with Tech: https://www.talkingwithtech.org/episodes/julie-freed

This week, we share Part 2 of Chris’s conversation with Kristina Edie (SLP), Erica Sauer (Director of Special Programs), Joy Mockbee (OT), and Bernadette Wiley (PT/AAC) with Hancock County Schools in West Virginia. They continue to talk with Chris about the Specific Language System First approach and how it might work for their district, including how to choose the “tier 1/2” device that you give every AAC user. Before the interview, Rachel shares about working with a new client who has had some difficulty with implementation over the last 5 years with other therapists. Her client’s school-based SLP recently recommended that the AAC User should go to a paper based book to communicate. The SLP said Rachel’s client wasn’t using the device “functionally” because he sometimes hit different buttons and treated the device like a “toy”. When Rachel got a chance to work with the student, she was blown away by all of the ways that this AAC User can communicate, and Rachel was frustrated that he was being denied robust AAC when the problem is poor implementation. Key Ideas This Week: 🔑 The Hancock team asks Chris about choosing an AAC device for the district that uses Symbol Stix, like TouchChat or Proloquo2Go, because they often use those symbols in class as part of Unique Learning Systems. Chris notes that, in his experience, if we are good at modeling and descriptive teaching, then we can teach any robust system to AAC Users, regardless of how familiar they already are with the pictures. 🔑 One benefit of learning how to model really well on one AAC system is you are able to learn your next AAC system faster, because you already understand the key functions of AAC software in general. 🔑 Chris shares that, with AAC, you need to hit the “sweet spot” that includes an appropriate AAC tool, training for the circle of support on modeling/descriptive teaching, and hands on coaching on how to model effectively. Links from this Episode: Continuum of Language Expression (<a href="http://bit.ly/colegooglesheets" rel="nofollow" target="_blank">http://bit.ly/colegooglesheets</a> &amp; <a href="http://www.google.com/url?q=http%3A%2F%2Fbit.ly%2Flcpscolepiktochart&amp;sa=D&amp;sntz=1&amp;usg=AFQjCNESGMH4UYL85NsKOFOlcRdbM42_bQ" rel="nofollow" target="_blank">http://bit.ly/lcpscolepiktochart</a>)  Chris and Rachel discuss the Continuum of Language Expression (COLE) during the banter of this episode of Talking with Tech: <a href="https://www.talkingwithtech.org/episodes/julie-freed" rel="nofollow" target="_blank">https://www.talkingwithtech.org/episodes/julie-freed</a>

Kristina Edie, Erica Sauer, Joy Mockbee, & Bernadette Wiley: Exploring the Specific Language System First Approach (Part 2)

This week, we share Part 1 of Chris’s conversation with Kristina Edie (SLP), Erica Sauer (Director of Special Programs), Joy Mockbee (OT), and Bernadette Wiley (PT/AAC) with Hancock County Schools in West Virginia. They talk about the AAC journey their district has gone on that led them to asking Chris to help them understand the Specific Language System First approach and how it might work for them.   Before the interview, Chris and Rachel talk about an email that Rachel sent to her email list about using slang with AAC that was offensive to a reader for cultural reasons. Rachel shares about that learning moment, and how it has informed her approach to slang, including being more mindful about taking with families and peers about the slang she wants to add onto a device.   Key ideas this week:   🔑 There is a rationale and reasoning behind the pictures on LAMP Words for Life, and often the picture relates to teaching the concept, like a picture of a dog for “come” or a bridge with a cloud over it for prepositions. It may not always make sense at first, but there is always a thought out reason for the picture, and at the end of the day the student will learn the motor plan regardless of the picture.   🔑 Chris has seen a trend of students wanting to move from LAMP Words for Life to TouchChat in secondary school because they want something that is more text based. Chris shares some have said more text based AAC looks "more mature." Chris points out that adults use images like emojis and gifs all the time, and there should be nothing inherently more “adult” about using text vs using images.   🔑 Slang isn’t as simple as the popular words or phrases that we hear being used on TikTok. These are words that have history and uses that are cultural, regional, and generational in nature. As therapists, we need to be seeking information by initiating conversations with families and peers about the kinds of slang we’re programming into devices.   Visit talkingwithtech.org to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes!   Help us develop new content and keep the podcast going strong! Support our podcast at patreon.com/talkingwithtech!

This week, we share Part 1 of Chris’s conversation with Kristina Edie (SLP), Erica Sauer (Director of Special Programs), Joy Mockbee (OT), and Bernadette Wiley (PT/AAC) with Hancock County Schools in West Virginia. They talk about the AAC journey their district has gone on that led them to asking Chris to help them understand the Specific Language System First approach and how it might work for them. Before the interview, Chris and Rachel talk about an email that Rachel sent to her email list about using slang with AAC that was offensive to a reader for cultural reasons. Rachel shares about that learning moment, and how it has informed her approach to slang, including being more mindful about taking with families and peers about the slang she wants to add onto a device. Key ideas this week: 🔑 There is a rationale and reasoning behind the pictures on LAMP Words for Life, and often the picture relates to teaching the concept, like a picture of a dog for “come” or a bridge with a cloud over it for prepositions. It may not always make sense at first, but there is always a thought out reason for the picture, and at the end of the day the student will learn the motor plan regardless of the picture. 🔑 Chris has seen a trend of students wanting to move from LAMP Words for Life to TouchChat in secondary school because they want something that is more text based. Chris shares some have said more text based AAC looks "more mature." Chris points out that adults use images like emojis and gifs all the time, and there should be nothing inherently more “adult” about using text vs using images. 🔑 Slang isn’t as simple as the popular words or phrases that we hear being used on TikTok. These are words that have history and uses that are cultural, regional, and generational in nature. As therapists, we need to be seeking information by initiating conversations with families and peers about the kinds of slang we’re programming into devices. Visit <a href="http://talkingwithtech.org" rel="nofollow" target="_blank">talkingwithtech.org</a> to access previous episodes, resources, and CEU credits that you can earn for listening to TWT episodes! Help us develop new content and keep the podcast going strong! Support our podcast at <a href="http://patreon.com/talkingwithtech" rel="nofollow" target="_blank">patreon.com/talkingwithtech</a>!