I’m working with some of my students who have AAC devices to expand the use of their devices.  These particular students are good with navigating their devices to request items using “I want…” phrases, name categories, identify nouns, and use some common verbs.  My goals for these students is for them to start using their devices to describe items as well.  I want them to incorporate descriptive concepts into their AAC use so they can comment on items or activities.  This week I used Sasha’s Adjective Adapted books to target this goal with some of my students.  There are 3 Adjective adapted books in this set and I’ll share how I used these books in therapy with my students who use AAC devices.

Adjectives: Let’s Match the Adjective For this book, the student has to select the correct adjective from a visual field of 15 adjectives to describe the picture in the book.  On each page I read the question across the top and part of the sentence on the bottom.  On the first page I read, “How does it sound?”  “The drill sounds….”  My student found the “loud” picture and attached it in the book. 

After that I had my student navigate their device to find the descriptive concept “loud”.  Having a choice of visuals for the adjective is helpful for my students and then they know what they are looking for on their device.  This is getting them used to navigating their device to the descriptive concepts page and scanning the different choices. 

Sometimes I provided a choice of 2 descriptive concepts from the visual field of choices to help my student determine which adjective described the picture.  For example, is the igloo “dark” or “cold”?  My student was able to select the “cold” picture and then navigate to “cold” on their device. 

My students did really well with this book because most of the adjective concepts were familiar and they had the added visual supports.  There were times my students could find the correct adjective on their own and navigate their device without additional prompting.  For the page, “How does she sound?”  “The girl sounds…” my student independently found the “quiet” descriptive concept on his device. 

You can also work on having your student expand their utterances to describe the picture on the page.  For example, when describing the pig they could say “dirty pig” or “pig is dirty” on their device.  On the pretzel page I had one of my students say “I see salty pretzel” on their device which was awesome.  I love when my students combine words together and make phrases on their own.    

Adjectives: Two Component Adjective Find – For this book the student is provided 2 descriptive concepts and has to determine what item matches those given concepts.  Again, I read the page for the students.  “Find the one that is blue and round”.  I had my student find the yarn/string picture and attach it to the book.  Then I just had my student find the two descriptive concepts from the book on their AAC device.  So for this page they found “blue” and “round” on their device. 

This is another great time to work on expanding those utterances.  Have the student add the noun they are describing to their phrase.  On the Popsicle page, I modeled for my student “orange cold Popsicle”.  You could also have your student say “Popsicle is orange and cold”.  I like to work towards my students using multiple icon combinations and forming longer phrases. 

Adjectives: Describe It – This book is more challenging than the other two books.  The student needs to be able to read to complete this book.  This book does not have the added visual support the other two books had so it might be too difficult for some students.  For this book, the student has to find two written adjectives that describe the picture in the book.  For example, to describe the drill my student found the words “blue” and “loud” and attached them into the book.  Then I had my student find those two descriptive concepts on their device. 

Again if you want to work on expanding those utterances you can have your student include the item they are describing in their phrase.  You can have your student use the phrase “big brown bear” to describe the bear.  

I found these books helpful to use with my students to practice finding different adjectives on their device.  The book provided the added visual support to help with my students’ understanding of those different descriptive concepts.  If you are interested in Sasha’s Adjective Adapted books you can find them on TPT with the link – Adjective Adapted Book Series

Sarah Allen, MA CCC-SLP

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