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    Digital Recordings

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    Digital responding devices, also known as augmentative and alternative communication (AAC) devices or voice output communication aids (VOCAs), allow individuals who have difficulty communicating verbally to select pre-recorded messages to express themselves. These devices can benefit those with autism or other communication impairments and are used in both general and special education classrooms. Teachers implement a 11-step process to teach students to effectively use these devices, starting with identifying an appropriate device, introducing communication partners, selecting initial vocabulary, and allowing practice to build language skills over time by expanding vocabulary and environments of use.

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    Digital Recordings

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    api-295138479
    43 views4 pages
    Digital responding devices, also known as augmentative and alternative communication (AAC) devices or voice output communication aids (VOCAs), allow individuals who have difficulty communicating verbally to select pre-recorded messages to express themselves. These devices can benefit those with autism or other communication impairments and are used in both general and special education classrooms. Teachers implement a 11-step process to teach students to effectively use these devices, starting with identifying an appropriate device, introducing communication partners, selecting initial vocabulary, and allowing practice to build language skills over time by expanding vocabulary and environments of use.

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    Digital responding devices, also known as augmentative and alternative communication (AAC) devices or voice output communication aids (VOCAs), allow individuals who have difficulty communicating verbally to select pre-recorded messages to express themselves. These devices can benefit those with autism or other communication impairments and are used in both general and special education classrooms. Teachers implement a 11-step process to teach students to effectively use these devices, starting with identifying an appropriate device, introducing communication partners, selecting initial vocabulary, and allowing practice to build language skills over time by expanding vocabulary and environments of use.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    43 views4 pages

    Digital Recordings

    Uploaded by

    api-295138479
    Digital responding devices, also known as augmentative and alternative communication (AAC) devices or voice output communication aids (VOCAs), allow individuals who have difficulty communicating verbally to select pre-recorded messages to express themselves. These devices can benefit those with autism or other communication impairments and are used in both general and special education classrooms. Teachers implement a 11-step process to teach students to effectively use these devices, starting with identifying an appropriate device, introducing communication partners, selecting initial vocabulary, and allowing practice to build language skills over time by expanding vocabulary and environments of use.

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    Digital Responding/Recording

    Ashley Hartley #9

    Common
    Abbreviations:
    -Augmentative and Alternative
    Communication (AAC)

    -Voice Output Communication


    Aids (VOCAs)
    -Speech Generating Devices
    (SGDs)

    Who can benefit from:

    -Individuals

    with Autism
    -Anyone with communication
    problems
    -Can be used in General Education
    classrooms as well as in Special
    education classrooms

    What are digital responding devices?


    - Devices that can provide a bridge from a life where thoughts,
    feelings and needs are held in silence, to a life where interaction,
    expression and learning are possible.

    - Electronic devices that allow the user to select messages to be


    spoken aloud, thereby assisting people who are unable to use natural
    speech to meet the majority of their communication needs

    Issue #: [Date]

    Dolor Sit Amet

    Steps to teaching with Digital recording


    devices:
    2

    Step 1. Identifying and Setting Up the Device


    Step 2. Introducing Direct Support Persons to the
    Device

    5
    3
    6

    Step 3. Identifying Environments Where the Device


    Will Initially Be Used and With Which Communication
    Partners
    Step 4. Identify Vocabulary Appropriate to the Learner
    and the Environments

    Step 5. Allowing the Learner to Explore the Device

    Step 6. Setting Up Communicative Opportunities


    Step 7. Providing as Few Prompts as the Learner
    Requires

    Intended to enhance existing


    functional communication by:
    1) Clarifying vocalizations, gestures,
    body language, etc.;
    2) Expanding the language of limited
    speakers by increasing their
    vocabulary to include verbs,
    descriptors, exclamatory comments,
    etc.;
    3) Providing speech for people who
    are nonverbal;
    4) Providing the structures and tools
    to develop language.

    Step 8. Honoring the Communication


    Step 9. Reducing Prompts As Soon As Possible
    Step 10. Increasing the Environments Where the SGD is
    Used
    Step 11. Increasing Vocabulary

    Kaye-Beal, Karen. "Imagine Giving a Voice to Someone


    with Autism Who Can Not Speak." N.p., n.d. Web. 18
    July 2016.
    file:///Users/jovan143/Documents/Voice%20generator.
    webarchive
    Brown, Lisa. "International Friendships for Students
    with Special Needs." Ebscohost.com. Teaching
    Exceptional Children, 01 Mar. 2011. Web. 18 July 2016
    Fransone, E., & Collet-Klingenberg, L. (2008). Overview
    of speech generating devices for children and youth with
    autism spectrum disorders. Madison, WI: The National
    Professional Development Center on Autism Spectrum
    Disorders, Waisman Center, The University of
    Wisconsin.
    2

    Issue #: [Date]

    Dolor Sit Amet

    Issue #: [Date]

    Dolor Sit Amet

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