I’ve been posting a new modeling challenge, AAC Around The House on our Facebook page, Hold My Words. The hope is that by posting open ended core word phrases in the path of daily life, we will model more on Nathaniel’s AAC device. Here is a collection of the first eight locations, core words posted, and a bit of story of why I’ve posted the words in each location. That story part is super important. I doubt other families will need the exact same words in the same locations. But knowing how these core words are used in our family life can perhaps be motivating to other families.

February 3: (visual above)
Actually, kicking off our February modeling challenge fits perfectly the day after the Super Bowl. Because it was my kiddo who walked into our friends' Super Bowl party, went straight to the refrigerator, opened it, and started searching for something to drink. Independence is a great thing. But so are manners. 

This month I hope to share some of the phrases we are putting around our home that prompt Nathaniel to communicate. These are also a fantastic reminder for us of what to model at various moments of our day. My go-to response when Nathaniel opens the refrigerator to self-serve is usually a simple "no." By having core words posted on the fridge, what to model is already determined, and I can quickly offer him a do-over with modeling. This keeps relationship and connection at the center of our interaction.

Hooray for February and a month of modeling #AACAroundTheHouse before spring comes!

February 4:
I grew up in a small town. I had a very generous allowance for independence and exploration. As a kid, all I had to do was leave a note on the coffee table telling my parents were I was going. This phrase on our back door is a similar matter of safety. Helping Nathaniel understand the need to tell people before he leaves the house is best demonstrated through habitual practice.

There are numerous benefits to this routine. The big stop is an attention getter. Stopping to model before we walk out our back door means we have the device with us. The WE GO phrase reminds us to model core vocabulary. The pause gives us a chance to quickly teach a language concept and talk about safety. "We means two or more people; Nathaniel has to have a grown up to leave the house." 

Some of the WE GO sentences we can model before we open the door:
We go there.
We go away.
We go get that.
We go get dog food.
We go sledding.
We go skateboarding.
We go to therapy.
We go play.
We go rake leaves.
We go ride bikes.
We go see friends.
We go clean gutters.
We go throw snowballs.
We go find a box in garage.
We go out.
We go out to eat.
We go on a walk.
We go down the street.
We go across town.
We go in the woods.
WE GO CRAZY MODELING #AACAroundTheHouse

February 5:
Today's #AACAroundtheHouse location and words to model seem like common sense. 

But do you know what is not intuitive in the home setting? Stopping the momentum I allocate toward actually helping my child with a coat or his boots and directing that effort elsewhere - the AAC device and modeling. 

AAC parents don't just have to model. We have to rewire our brains. No longer can I accomplish two things as once. If I am going to speak AAC to teach AAC, the privilege of saying "Put on boots" while actually putting those boots on my child is gone. I have to pause doing one to do the other. I have to budget more time to the task, arrive with more energy and enthusiasm, and make more effort. Trust me on this. I taught seven other kids how to talk and how to put boots on. 

And also, please don't misunderstand me. Modeling is worth every ounce of work we put into it. Our modeling is signalhandely the strongest influencer on how much Nathaniel uses his device. But the worth and the results of the task don't negate the fact that modeling AAC in daily home life means everything happens differently than if we weren't modeling AAC. 

So "I put on" symbols placed where the coats and boats are kept might seem like common sense. But seeing the words are important. They are a reminder to slow down and offer Nathaniel the same language enriched moment of help, and boots, and connection that his siblings got from my oral speech alone.

February 6:
The easiest way to increase Nathaniel's buy-in and cooperation for something he doesn't like is to offer language. 

I have seen therapists and medical professionals use bribery, teasing, shaming, and brute force. We've resorted to the same as parents.

But we know it works better when we start with language. It works better when we offer his AAC device, ways of protesting, and ways to ask for more support that are deemed appropriate. It works better when we give him time to use those. It works better when we use language to build relationship and trust, and then focus on tasks and procedures. 

"We do..." is posted near the medical supplies we use nightly for Nathaniel's tracheotomy care as a reminder to start with language, to explain what is needed, and to tell him how we are going to do things. It is a fitting bit of #AACAroundTheHouseto share on a Thursday night. Medical interventions start at 5:30 and last about two and a half hours on Thursday nights. It is easy to set the device and language aside. We need these words to remind us to interact with Nathaniel in ways we know work better.

February 10:
I often wonder how Nathaniel's disability influences his personality. Years ago, his SLP told me that she thought he would have been a quieter child even if he had use of his vocal cords. We can't know. But he is definietly an observer. He often lingers by our dining room's picture windows and watches the backyard. And the backyard does not disappoint. We have spotted dear and fox outside within the month. Low tech words, "Look, I see," on the window prompt me to pause with him. 

AAC use can often be reduced to figuring out what a child wants and addressing their requests. Purposefully creating spaces and reminders to model commenting is important. Our windows offer that opportunity. Is there a place in your home that lends itself to making observations?

February 11:
I often wonder how Nathaniel's disability influences his personality. Years ago, his SLP told me that she thought he would have been a quieter child even if he had use of his vocal cords. We can't know. But he is definietly an observer. He often lingers by our dining room's picture windows and watches the backyard. And the backyard does not disappoint. We have spotted dear and fox outside within the month. Low tech words, "Look, I see," on the window prompt me to pause with him. 

AAC use can often be reduced to figuring out what a child wants and addressing their requests. Purposefully creating spaces and reminders to model commenting is important. Our windows offer that opportunity. Is there a place in your home that lends itself to making observations?

February 12:
Anyone else have a kiddo who is working on dressing and undressing? It's a win - win if I focus on modeling core vocabulary while Nathaniel takes off his pajamas in the morning. He gets the benefit of language input, and I am more patient with the undressing process if I have something to do.

February 13:
Our game closet reflects our extended years at parenting. The stacks of games tempt Nathaniel to slide back the door and start digging for something fun. The contents of three or four board games dumped on the floor guarantees a parent child conflict. The core words "WHERE IS..." on the closet door remind Nathaniel to think about what he wants and ask for it before opening the door. The phrase reminds Rich and me to model the same habit.

Want to share the these ideas with someone? Download and print PDFs with each of the eight locations and core word phrase here:
February 3-6
February 10-13