Tag Archives: Speak for Yourself

You Haven’t Lost Your iPad App

Like many of you, I’ve been paying attention to the devastation in Texas following Hurricane Harvey. In the aftermath, there have been relief efforts to meet the needs of people living in the affected areas. If you lost an augmentative … Continue reading

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“I Don’t Want To”: 5 Ways to Encourage Refusal for Students With Complex Communication Needs (CCN)

This is important. It’s important if you know and love any child. But it’s crucial if you know and love a child with complex communication needs (CCN). If you’re looking for a summer goal for your children or students who … Continue reading

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Looking for Some Augmentative and Alternative Communication (AAC) Modeling Motivation?

How many times have you heard that using aided language input is a key strategy to teach the augmentative and alternative communication (AAC) learners in your life? If you follow AAC blogs and groups, participate in AAC professional development, or … Continue reading

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Survey: Augmentative and Alternative Communication (AAC) Modeling Implementation Intentions

Yesterday, we wrapped up our two-week Make Room for AAC Modeling Implementation Intentions “Experiment.”  This post includes a link to the short survey to see if using the research on implementation intentions was helpful to increase the use of aided language … Continue reading

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Make Room for Augmentative and Alternative Communication (AAC) Modeling “Experiment”

Augmentative and Alternative Communication (AAC) modeling is important. Ask any AAC-knowledgeable speech-language pathologist, teacher, researcher, parent, or AAC app developer. Aided language input is common ground in the field of AAC, regardless of the language system you’re using. So if … Continue reading

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I Meant to Model Today: Augmentative and Alternative Communication (AAC) Implementation Intentions

It happens to the best of us. You have every intention of using some amazing and advanced aided language input. You imagine this wonderful interaction between you and a captive augmentative and alternative communication (AAC) user, soaking in the model … Continue reading

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The Aftermath: Emergent Literacy in Augmentative and Alternative Communication (AAC)

Just over two months ago, I walked into Avery’s house with an armful of books. I boldly told her and her mom that we were going to work on reading and writing. Avery had just turned four, and her mom … Continue reading

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Speak for Yourself and VocaliD Bring Cutting-Edge Custom Voices to the iPad

We just released version 2.7 of Speak for Yourself! This version is very exciting for some of you, and for others, there will be no difference in the app. For us, it’s pivotal! This update allows VocaliD voices to be … Continue reading

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Independent Reading: Using Augmentative and Alternative Communication (AAC) and Project Core

This is the final post in the six part series on using AAC, Speak for Yourself, Project Core to promote emergent literacy. If you’re just joining in, you may want to start with the first post.  The impetus for this series … Continue reading

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Alphabet and Phonological Awareness: Using Augmentative and Alternative Communication (AAC) and Project Core

This is the fifth post in a series of emergent literacy posts. We’ve been talking about using AAC and Project Core to promote literacy. This week, we’re talking about the alphabet and phonological awareness. If you are just joining this … Continue reading

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