Class #3: AAC Myths and Learning Proloquo2go

Today was a great hands-on day with lots to learn, a few challenges and a reminder of how difficult it can sometimes be to see the world from the perspective of our students.

AAC Myths

These were great reminders. As a grade primary teacher I appreciated hearing that you do not have to use low-tech options such as PECS before moving into higher-tech options. I taught a student with CP a few years ago and was told that she should begin with button switches before other things. I’m sure that given the opportunity she would have been able to jump into using high tech (such as Proloquo) if given the opportunity and support for fine motor.  This really is another example of how we need to presume competence in our students by setting the bar high.  

Because I work with students who are just entering school for the first time I have found it to be a slippery slope of when to introduce assistive technology with parents. I am thankful that this occurs through team meetings as parents are not always as receptive as you would hope they would be. I have encountered many parents who are worried that it is too soon and think that we should wait until the student develops their oral language more. I worry that parents sometimes see assistive technology as the easy route for teachers or that we are presuming incompetence in the student’s ability to speak. It is important to spend time talking to parents about assistive technology and help them to view it as an addition to their student’s communication skills rather than a replacement

Proloquo2go

Today we worked on creating grids in Proloquo to help our student, Ruby, participate in the classroom routine of Show and Share. Learning to use this app seemed really easy at first but I think I felt more confident when I walked into the class than I did when I walked out. My lack of experience with using Apple devices probably didn’t help. I am quickly realizing that I need to invest in a new ipad and that although I am becoming more familiar with my android tablet the ipad certainly invites more opportunities – especially in the realm of assistive tech.

One of the big take always I had from today’s class was ensuring that the student using Proloquo is able to use their own voice and piece their own words together, rather than programming the grid to just say what I want to hear. This was difficult for me. I tended to want to program full questions and statements rather than creating the opportunity for the student to build the sentences herself. It took me nearly all class to recognize this was what I was doing. I realized that in my attempts to have the student participate quickly and efficiently by anticipating what they might want to say next, I was dictating how the child would respond in a “normal way”. The goal of the Proloquo is not to parrot what a typically developing peer would say but rather to give options, choice and independence in communication.  I will keep this in the fore-front while we continue to work on this project tomorrow.              

The more I familiarized myself with creating grids the easier it became. I learned how to copy and paste folders/buttons and also that you can move and store in different levels. We attempted to make our settings match the settings Ruby was using in her introduction video. Consistency would be very important with this kind of technology. The makers of Proloquo have certainly thought of many adjustments that can be made to customize the grids to best fit the given user. I did find it very easy to get lost when flipping between grids and can see how this could quickly become a challenge when learning to use this app. Providing ample time for training both staff and students on how to move comfortably between grids would be really important.

I still need more time to continue to become familiar and comfortable with Proloquo but I am learning lots. Hoping for a productive day tomorrow with lots of time to work!