Example: Quick overview of Partner  Facilitator: “Let’s build a big Role of the Partner house.” Augmented Symbol Input during Play  Point and show single Aided symbol (level V): HOUSE Stimulation and of  Use, eye gaze board, black board, (what Use symbols you anticipate to be their mode of eventual expressive ) receptively, even if child doesn’t  You can point, use small flashlight, use a Modeling helping doll toward the symbol of HOUSE appear “ready” (use level V symbols KAREN NATOCI, M.S., CCC-SLP receptively to a P 274, Augmentative & Alternative level II-III child) Communication 4th Edition, Beukelman and Mirenda

 Also known as Augmented Role of the Partner: Model Communication Input Considerations:  Used during naturally Example: occurring opportunities When directing a child  “Johnny, let’s go outside and play” System for Augmenting Points to symbols, “go” +  It’s not modeling if the learner doesn’t see it (Erickson, 2018) Language “play”, using their SGD  Consider being redundant when talking Consider general MLU:  an object in the environment for added clarity point to one at first  Thinking of what symbol to use receptively will help you make a more complete communication system! (For example, all nouns is limiting Use symbols so as not to overwhelm when modeling.) receptively  Consider visiting ProjectCore (http://www.project-core.com/) and use P 275-276, Augmentative & Alternative Communication 4th Edition, Beukelman a core board to get started. They are free and in pdf form. and Mirenda Partner Augmented Input (Allen, Schlosser, Brock & Shane, 2017, p. 157)

Example: Narration or Parallel  Provides models that combine symbols talk: and  Use during highly motivating interactive Role of the Partner SMORRES (Dr. Jill Senner and Matthew Baud) When commenting during Play play or story activities  S = Slow rate about an item in the Partner Augmented environment:  Point to a in the environment  Mo = Model through self narration, parallel (such as a TREE) Input (PAI) talk (hearing, seeing, doing, feeling) Aided Language  Then follows the pathway or Use symbols  R = Respect & reflect (honor multi-modal Modeling sequence to say TREE with the child’s receptively, even if communication) device. child doesn’t  R = Repeat appear “ready”  If using a core board point to a  E = Expand Use symbols relevant conceptual core word: “BIG”  S = Stop (pause, allow child to respond) receptively or “UP” (while up)

P 276-277, Augmentative & Alternative Communication 4th Edition, Beukelman and Mirenda