Speech and Language Therapy Services
Communication is key. The ability to communicate is a right of every individual. We seek to provide every student the opportunity to communicate through their best means possible. As speech-language pathologists, we are clinicians, diagnosticians, teachers, and advocates who try to help your child reach their potential.
Core Vocabulary
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At Schramm Educational Center, core vocabulary is taught, utilized, modeled, and implemented throughout the day. Core vocabulary words are a set of high frequency words that can communicate a variety of meanings across contexts. Core vocabulary words are reusable and can be used throughout a student’s life. These words provide real communicative power when used as single words or combined with other words. Core vocabulary words can be combined to generate new utterances as well as perform a variety of communicative functions.
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Core Vocabulary used at Schramm Educational Center:
More All done Go Look Put Help Stop That Different I want |
Core Vocabulary at Home
When can my child request “More”:• During mealtimes
• Watching television • Playing on an computer and/or iPad • Reading a storybook |
When can my child request “All done”:• At mealtime
• When finished using the restroom • During any play activity • After finishing any chores or duties at home • After reading the last page in a book |
When can my child request “Help”:• When getting dressed
• During a difficult task • When an object is out of reach • When turning items on and off |
Augmentative and Alternative Communication Systems
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Picture Exchange
Communication System (PECS) The Picture Exchange Communication System (PECS) is one method of communication for individuals who are nonverbal. PECS teaches the basics of communication, which are initiation and response to with another person. PECS uses a hierarchical approach to teaching functional communication.
PECS Phase I: How to communicate-This phase teaches the individual to exchange an icon or picture in exchange for a highly preferred item. The importance of initiating communication is emphasized. PECS Phase II: Distance and Persistence-This phase teaches the individual to travel to the communication partner and communication board in order to request a preferred item. This phase emphasizes the importance of continuing to attempt to communicate until the attempt is successful. PECS Phase III: Picture Discrimination-This phase teaches the individual to discriminate or distinguish between icons. It emphasizes that each icon represents a specific item or action. PECS Phase IV: Sentence Structure-This phase teaches the individual to use two or more icons to formulate a simple sentence. During this phase, the individual is taught to place icons onto a sentence strip and exchange the sentence strip with a communication partner. Please see the Pyramid Educational Consultants website for more information. |
Eye Gaze
An eye gaze system is a great alternative for children or adults who want and/or need to communicate, but whose speech and physical limitations make it difficult. Eye gaze boards allow individuals to locate an item or activity on their board by focusing their gaze on that item or icon. The communication partner then identifies the preferred item by paying attention to where the individual focused their gaze. Eye gaze boards can be low-tech or high-tech. Low-tech eye gaze boards can be fairly easy to make. They can be made with clear plastic materials or PVC pipe. It is important to use clear materials that allow for a clear view of the communication partners eye gaze.
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Low Tech
Low tech communication devices allow for a single message up to 32 messages to be recorded. The messages are recorded for the individual. These devices allow for the individual to initiate social interaction with their communication partner from a distance. These devices can be accessed through direct selection by pressing on the specific button or through scanning. The most common low tech communication devices utilized at Schramm Educational Center are Big Macks, Step-by-Step Communicators, and Go Talk Communication devices.
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High Tech
High-tech communication devices can be any communication system that uses electronic messages, increased vocabulary through multiple pages, and communication via voice-output. Devices with voice output offer users the ability to initiate conversations from a distance. These systems may be devices that are used for AAC or can be operated through computer software that allow for AAC use, such as the iPad. High-tech devices vary in the amount of information that they can store, as well as their size, weight and portability. Access methods depend on the abilities of the user (i.e., selection of symbols with a body part, pointer, joystick or indirect selection using switches and scanning). High tech devices include, Dynavox Maestro, DynoVox Vmax, xPress, Proloquo2Go, Vintage Lite, Vanguard, and DeltaTalker.
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Language
Receptive Language
Receptive language is the comprehension or understanding of words; demonstrated by pointing, showing or giving.
Receptive Language Hierarchy Identify vocabulary and actions Identify vocabulary based upon the function Identify the function of an item Identify an associated item Pair associated items Sort by basic categories Identify item that belongs in a specific category Identify the category an item belongs to Identify the item that does not belong to a specific category Identify an item that is similar based upon a given attribute Identify attributes for a given item |
Expressive Language
Expressive language is the use of words; demonstrated by talking, writing, or drawing. Expressive language is DIFFERENT than speech production or “talking.” Speech production or talking is the use of the lips, teeth, and tongue to formulate individual speech sounds. This is different from the formation of thoughts expressed through the use of words.
Expressive Language Hierarchy Label vocabulary and actions State the function of items State associated items Label the category for a series of items List items for a given category State an item that does not belong in a given category State the similarities between two items State the differences between two items State the attributes of a given item |
Current Language Units
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During the third quarter, food-related vocabulary is being emphasized. Games, books, and crafts are being used to teach and reinforce this vocabulary. These vocabulary words are often included in choice-making and following directions. Below are the specific vocabulary words being taught:
Food Vocabulary
Apple Banana Bread Carrot Cheese Cookie Corn Cup Eggs Fork French fries Hamburger Ice Cream Juice Milk Pizza Plate Sandwich Spoon Water |
Food-related vocabulary can be reinforced throughout a student's day. Below are some examples of ways as well as some iPad apps to help incorporate this vocabulary into a student's day.
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