Many autistic children are gestalt language processors. Since they pick up on speech that is rich in intonation, it is no surprise that many of them LOVE songs. 

... But what if all you are hearing is songs?

It is important to honour and validate those song gestalts, just as you would speech. We can model that different songs can be used for different things, such as "going up" or "going down". Check out how I use songs with my gestalt language processors in this vid. 

All AAC learners (regardless of skill level) need to see what it looks like to communicate using their AAC system in real conversations. Just as we don't expect any child to learn to talk without seeing or hearing the adults around them talking and communicating, *modelling* the use of the AAC device is just as crucial.

Modelling is a fancy term used by SLPs that simply means showing the child how to use the device without expecting or forcing them to copy.

The best way to start doing this is by finding a word or two on their AAC system or device for each sentence you want to say, and pressing the symbols as you say the word.

Here are some strategies for effective modelling:

• Start small and use the child's strengths
• Encourage exploration/babbling
• Be a translator and narrator for the child
• Build AAC use into routines
• Focus on *core words* (all-purpose words we use most frequently in our daily speech)
• Share in their joy as much as possible!

While it's important to include fringe words (words with very specific meanings) so children can better describe their world, the best approach when starting AAC is to keep the focus on core words. Then, incorporate personal fringe words as needed to help kids talk about what's important to them.

I travel to remote, fly-in only communities in northern Canada, and have had to adapt my assessment skills and goal planning immensely to be appropriate and culturally relevant to the children I serve. 

Speech therapists are trained extensively on administering tests and analyzing how children are doing with their speech and language skills, but there are many cases where standardized tests should simply not be used.

These tests are often created for white, middle class American children. Using these tests for Indigenous or Autistic children is, evidently, not appropriate.

There are currently NO standardized tests that are normed for Indigenous children - which puts them at a disadvantage. Of course they will continue to score poorly on standardized tests when the content is NOT RELEVANT to them. These tests do not take into consideration geographical dialects, second language learning, or parts of language that may be more meaningful to these populations (e.g., oral story telling). 

We also need to be aware that students carry generational trauma due to the residential schools’ practice of forced English language assimilation.

I am humbled to work as an SLP in northern communities, and my job is to listen and make suggestions where I am able. These suggestions are: to build on the children’s strengths, and invest in the inherent capacity within the community, so they can continue to help their students grow. 

If you couldn't already tell, I love what I do.

Children learn best through play, so the more fun we get to have during our sessions, the more motivated they are to participate and learn. I strive for communication itself to be intrinsically motivating for my clients!

SLP is more than just diagnosing and correcting difficulties with speech. By bridging the gap between verbal and (seemingly) non-verbal, SLP sessions can provide children with a safe and comfortable environment to fully express themselves and to grow as little communicative humans.

We as SLPs can then inspire and motivate ALL children to succeed -- neurodivergent and neurotypical alike. That is why I'm an SLP. 

To me, individuals having access to and appropriate training with AAC (when needed) is a matter of equality and human rights.

This quote has always stuck with me. 84 years versus just 1.5.

If we don’t encourage the use of, give access to, and teach AAC to children so that it can be used outside of their SLP sessions, then it will take YEARS (84, to be exact!) for them to gain equivalent exposure to language (in their learning style) as children who are verbal do by age 1.5. If you ask me, that is a massive discrepancy.

AAC can only be as effective as we make it—which is why continual and immersive modelling is so important.

Modelling is a term used by SLPs that simply means showing the child how to use the device without expecting or forcing them to copy. The best way to do this is by finding a word or two on their AAC system or device for each sentence you want to say and pressing the symbols as you say the word.

In order for AAC to truly assist children in communicating to their full potential, then, they must see their AAC system being used—in real situations, for real reasons, by the people around them. In other words, we must model, interact with, and use AAC as often as we can *outside* of SLP sessions, as well.

This is how we bridge the gap between 84, and 1.5.