Do you want to understand stimming better and learn how to support our students using AAC communication? This video that is done in collaboration with Laura Hayes, reviews the definition of stimming, the different types of stimming and how we can support our students who stim and use AAC communication.
A big thank you to Laura for her amazing presentation that inspired me to create this video!
To watch the full presentation of the webinar, click • Laura Hayes: AAC Users...
Transcript:
Slide 1: AAC and Stimming. What is stimming? What are different types? Stimming and communication-supportive strategies.
Slide 2: video clip of girl playing with fidget toy.
Slide 3: Watch the whole presentation by Laura Hayer at AAC in the Cloud. To Stim or Not to Stim, That is the Question.
Slide 4: What is stimming? Repetitive Movement with or without objects. Can be various types. Can occur in both neurotypical and neurodiverse individuals.
Slide 5: Video clip of young boy putting balloon near his ear.
Slide 6: What are different types of stimming? Visual, Auditory, Tactile, Vestibular, Taste and Smell.
Slide 7: Video clip of boy getting picked up by father and spinning.
Slide 8: Neurotypical Stimming (examples) Twirling hair, Humming, Tapping Feet, Biting Nails, Fidgeting, Cracking Knuckles.
Slide 9: Girl biting nails video clip.
Slide 10: Neurodiverse stimming: Rocking, repeating sounds, words, sentences, etc, pulling hair, bouncing, jumping, twirling, flapping hands and repetitive blinking.
Slide 11: Video clip of child flapping hands.
Slide 12: What is the purpose of stimming? Distraction, excitement, boredom, being tired, frustrated, feeling overwhelmed, sensory overload and it can help support concentration and processing.
Slide 13: Stimming on an AAC device: repetitive hits on random words, repetitive activations on same preferred word, activations of any words while showing dysregulation, activation of words on device for auditory/visual/tactile feedback.
Slide 14: Video clip of boy playing on iPad.
Slide 15: Video clip of woman thinking and caption: What should we do?
Slide 16: Tips 1: Use motivating activities to help support language. Increase a student’s engagement through motivating child preferred activities. Boy communicating apple, apple apple, Man communicating “Let’s talk about apples.”
Slide 17: Video clip of adult playing with child.
Slide 18: Tip 2: Acknowledge and redirect to topic. Offer an immediate response related to the activated icon. Focus on positive interactions together. Boy communicating “eat, drink, go, candy, candy”, Woman communicating “I love candy! Let’s count candies”).
Slide 19: Tip 3: Model language without expectation. Model without expectation is important. This reduces demands and focused on the language and interaction. Woman communicating “cook pasta now”, child not responding.
Slide 20: Tip 4: Change motor plan temporarily (e.g. hide buttons increase hold time). Change a motor plan temporarily can be helpful for students. This can include hiding symbols, increasing hold time or only using the message window for voice output.
Slide 21: Video clip of boy using iPad with family.
Slide 22: Tip 5: support with positive language models. Focus on positive language. This means focus less on “don’t do that” and “No ____”. Using positive models can help shape language better and increase understanding.
Slide 23: Provide sensory input if child appears dysregulated. If you student is dysregulated provide sensory integration strategies. Work with your occupational therapist! Picture of child in ball pit, Picture of family running in a field.
Slide 24: Video clip: family jumping on trampoline together.
Slide 25: Tip 7: Use non-electronic visual supports, social stories and video modeling. Use evidenced based strategies such as non-electronic visual supports (same symbol set if possible and personalize social stories for your student.
Slide 26: Video clip of family with child watching iPad.
Slide 27: Tip 8: Support your students with scripted and/or echolalic speech. Support your students who are gestalt language processors. This can include programming individuals gestalts into your student’s AAC device that are meaningful to them. For more information about gestalt learning processing and AAC, visit www.meaningfulspeech.com/blog....
Slide 28: Woman programming iPad and thinking.
Slide 29: Hayes, L. (2021, June 23). Laura Hayes: AAC users -- Stimming or not stimming, that is the question. RU-vid. ru-vid.comRY06z0Wz...
To learn more about Laura and access more resources, visit her website sites.google.com/view/aacinno...
Communication app in video-Touch Chat with Word Power
Slide 30: Check out my RU-vid channel Life Skills 2 Learn for more video on AAC. Woman sitting at computer with Life Skills 2 Learn on computer.
10 апр 2024
