www.rachelmadel.com Rachel Madel is a Los Angeles based speech-language pathologist, parent coach and autism expert who is dedicated to helping autism parents learn how to connect and communicate with their children. Do you have a child with autism who is struggling with communication? This channel is full of tips/tricks and strategies on using technology to help your child start communicating more effectively.
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Could you explain not modeling on device relative to students who are significantly disabled? I was under the impression that seeing the motor plan (by the comm. partner modeling the word) was beneficial to them? I've been modeling 'eat, drink, more' during meals for my students who require a lot of visual supports.
I wish you had a video where you talk about Motor Planning without masking. I understand the function of masking, but if it is left on how can you model and provide access to robust language. We don't limit our communication to the same 10 words until a speaking child demonstrates mastery.
I often see modeling as you described in the video. I also see a child being prompted to demonstrate a behavior such as “stand up” on their device when they have dropped to the ground. Is this an appropriate way to model as well?
My concern is we don't want multimodal conversation. the author here states child will take path of least resistance when communicating, which means my child will stop speaking. thanks for confirming my fears and contradicting your own point!
Hi I have a question- vocabulary we use for children with communication difficulties… how can we use vocabulary? Identify a simplified version we can use for children with difficulties. This is a question in my assignment. Please help… xx
Hi ….love this video! I have made a core board for my 3 year old nephew. Just wanted to ask… Would you suggest focusing on one word to begin with and only using the core board for that one word. Or when you say the instruction pointing at several words on the board? Also say your focus word is ‘get’ would you use the board every time you say ‘get ‘ throughout the day or just in the 15 Minute session? If the child is able to say the word without the board would you still encourage them to point at the picture ? Also when would you suggest moving onto saying sentences ? Can the board be used for sentences as well?
This video articulates one of the big reasons I'm not a fan of PECS. PECS books end up feeling like the kid is trying to use a restaurant menu to talk to you.
I am working with a student who uses a lot of scripting and echolalia. He’s in 2nd grade. I’m new to him but want to introduce him to communication boards. Do you have any suggestions for activities? Also, would start with a core board only?
The learner does not have to be looking when someone is modelling. They will look when they are ready. The device should be somewhere where the learner can see it if they choose to but some of us look away to concentrate. Just keep talking using the device, wherever you are, wherever you can, as much as possible!
Thanks for sharing this info... Not just for saying why you feature each app but even more for showing exactly how you use them to positive effect. Our journey with Our daughter to improve her communication skills, I strongly believe, would have been greatly improved if I had come across and implemented the techniques you've shared here... But I believe they will still prove to be useful ... She's four years old
I'm so happy to hear you've enjoyed this! Thanks so much for the comment--- luckily 4 years old is still young with plenty of time to make a lot of improvement :)
Hi Rachel. Can I pick your brain? I'm co-treating with OT and PT for a non-verbal EI student in their home. We have introduced your beginner core boards, but the OT and PT are wanting to use it to encourage more movement. They want to use individual pictures in a more 'exchange' type model to get her moving, but I'm reluctant to take her coreboard (aka 'voice') away in favor of just a couple of pictures (not very robust.) The OT and PT have asked me how to incorporate more movement while keeping the scoreboard with the student. Do you have any ideas? Thank you.
Hi Valeri! I agree--- we need more words. I also have another resource "Core Word Choices" that I find helpful for the little ones on the move to demonstrate contrastive core word concepts (e.g. OPEN/CLOSE). The reason I don't love a exchange type of system is because it relies solely on visual discrimination instead of allowing kids to learn the motor planning for highly motivating words. Sounds like this little one might also benefit from a high-tech system!
@@rachelmadelslp Do you usually prefer these core word pair boards as opposed to the full communication board when working with EI kids? I've been trying to use a core word board with a child for 2 days so far to work on yes/no/all done while he uses a slide (i.e. Do you want to go again? Oh you're all done?). I've noticed he has already been significantly detered from going down the slide as much as he used to once I incorporated putting the board between him and going up the ladder for the slide. I'm trying to balance tempting him to communicate without pushing too much for a response every time. Could it be too much to have all these core words as opposed to just a pair? Maybe it's just normal this early on? I'm just a student clinician and this is my first rodeo with AAC!
I’ve a friend who I’m trying to help because she’s got 2 young boys (12yrs & 8yrs) & they’re both considered to be “special needs”. The older one has autism (Asperger syndrome & very high functioning but he needs the structure of a schedule otherwise he’ll have a meltdown and causes himself physical harm. The younger one is also autistic but he’s more of the “gets easily distracted” oorrr “will try distracting you” from whatever it is you’re trying to get him to do but he doesn’t like it or he wants to do something else sooo...” (plus he’s got separation anxiety issues that are due to a completely different situation & not what I need help with, at this time). I’m trying to get the kids off their tablets because up till now, their old “Nanny” used them as a babysitter so she could do as she pleased never considering the repercussions of her actions on the children since now she’s been fired and they’re addicted to their tablets so much so there’s a major meltdown even if you ask them to pause their game for dinner or even because they’ve got school(!?!). I get the routine thing & the younger one is easier to work with but the older boy & his “gaming habits” have become so bad that he’s even changed passwords to reset accounts so he can access them should he be “grounded” from his tablet. There’s a Genius in there and I could do so much for him if only I can get him to use his knowledge for the good of mankind and not to create a fantasy kingdom of sharks?!? Anyone... I’m asking for “Help” and will try whatever I feel is doable without any additional problems as a result. As always thanks for sharing and for any advice I get (via the comments) please & thank you in advance for taking the time to read this and reply with suggestions!! TTFN ✌🏼🙏🏼🧿🧼🖐🏼
This is something that the mother of the two boys has asked me to do (go online & ask for guidance on how to break the “digital addiction” when autism is a factor) because she’s at her witts end as well as continuously getting into BIG fights with her live-in Companion over the fact that she’s not doing anything that’s working or she’s not being consistent enough with it and I know she has been doing everything that’s been suggested by a “professional” but it’s just not working & this pandemic is NOT helping because he was so advanced when sitting in school for classes but being in the “virtual classroom” now has him falling behind and it’s because he’s only interested in playing on his tablet!?! Thanks again for anything that’s suggested! TTFN ✌🏼🙏🏼🧿
