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Presenter(s): Rhea Paul, PhD, CCC-SLP
Credit(s): PDHs: 1.5, ASHA CEUs*: 0.15
Summary: Toddlers with a range of communication disorders can be minimally verbal past the age at which children typically begin speaking. This session describes an integrated approach using AAC and interventions that target vocalizations to increase expressive language and speech production in young children who are minimally verbal or nonverbal. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.” It appeared in the conference with the title Working With Preverbal Infants and Toddlers Toward Early Speech.
Presenter(s): MaryAnn Romski, PhD, CCC-SLP; Rose A. Sevcik, PhD
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session provides an overview of myths – widely held but false beliefs – that have hampered the use of AAC in early intervention services (e.g., that a child must be a certain age to benefit from AAC, or that AAC hinders or stops speech development). The presenters provide evidence to refute these common myths and discuss strategies for how to debunk them. This course is a recorded session from the 2019 online conference “Birth to Three: Working Together to Serve Children and Their Families.”
Presenter(s): Kathryn Clapsaddle, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Augmentative and alternative communication (AAC) can be life-changing for many individuals, but due to its complex and commercial nature, it also comes with a myriad of potential ethical concerns. Clinicians can improve AAC assessment and intervention outcomes for those they serve by being confident they are making ethically informed decisions about AAC use. This webinar uses case studies to discuss common ethical dilemmas encountered in the use of AAC, leaning on the ASHA Code of Ethics for support. The presenter outlines a process for ethical decision-making and shares trends in school and health care settings that affect ethical decision-making as it relates to AAC use.
Presenter(s): Sandra M. Grether, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: Children with autism spectrum disorder (ASD) need to become effective communicators with multiple communication partners and across multiple settings. This session addresses how to use evidence-based core word augmentative and alternative communication (AAC) systems and strategies to facilitate functional and social communication skills with preschool-age children with ASD who are either verbal or nonverbal. This course is a recorded session from the 2019/2020 online conference “Innovative Methods for Preschool Assessment, Collaboration, and Treatment.”
Presenter(s): Maureen Staskowski, PhD, CCC-SLP
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This session—a recorded session from ASHA’s 2020 Schools Connect conference—reviews five key secrets to success for augmentative and alternative communication (AAC) and core vocabulary initiatives in schools. The speaker discusses specific strategies and tools based on a successful, large-scale AAC implementation. She also shares student examples with language targets and staff examples with fidelity tools.
Presenter(s): Nancy C. Brady, PhD, CCC-SLP; Tom Buggey, PhD; Jane Keegan Quarles, MS, CCC-SLP; Betty Yu, PhD, CCC-SLP
Credit(s): PDHs: 4.5, ASHA CEUs*: 0.45
Summary: This course includes four recorded sessions from the 2017 online conference “Communication Interventions for Adolescents and Adults With Autism.” Taken together, these sessions give a sense of the breadth of communication challenges that adults and adolescents with autism spectrum disorder face. These sessions also explore some distinctive strategies, specifically self-modeling and AAC interventions. The conference included a total of 16 sessions, with the broad goal of giving SLPs tools to help students and clients develop or enhance friendships and strengthen work-life relationships to support their academic and workplace success.
Credit(s): PDHs: 3.0, ASHA CEUs*: 0.3
Summary: These Perspectives (SIG 2) articles review and present current issues related to augmentative and alternative communication (AAC) across different patient populations, as well as identifies and discusses team-based interprofessional practice approaches for managing individuals with complex communication needs within both pediatric and adult populations. In the first article, Shannon Taylor, Sarah Jane Wallace, and Sarah Elizabeth Wallace explore factors that influence successful use of high-technology AAC in persons with poststroke aphasia via a literature review and narrative synthesis methodology. Lori Marra and Katie Micco present a clinical focus article that assesses communication partner’s perception regarding the effectiveness of a training model to support AAC use within a parent–adolescent communication pair. Michelle Westley, Dean Sutherland, and H. Timothy Bunnell examine the experience of healthy voice donors during the ModelTalker voice banking process for New Zealand-accent synthesized voices. Sarah Diehl and Michael de Reisthal describe the complex symptoms associated with Huntington’s disease and how they influence implementation of AAC to address the communication needs of this population. Kristen Abbott-Anderson, Hsinhuei Sheen Chiou, and Brooke N. Burk address interprofessional practice via a multidisciplinary patient-centered engagement experience entitled Spring EngAGEment that serves individuals living with Alzheimer’s disease or other associated dementias. Finally, Laura Hinkes Molinaro, and Wendy Stellpflug discuss a team approach for education and support of patients and families with postoperative pediatric cerebellar mutism syndrome.
Presenter(s): Karen Natoci, MS, CCC-SLP
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: Emergent learners who use augmentative and alternative communication (AAC) – no matter their age – can benefit from literacy instruction. This webinar reviews important elements of literacy and language instruction, especially for those who are early in their AAC use and language development. The presenter discusses the elements of a strong literacy curriculum – including a voice for all, learner engagement, an enthused knowledgeable reader, the alphabet, actual text, and shared environments and experiences – and how SLPs can incorporate them when working with AAC users on language and literacy goals.
Credit(s): PDHs: 2.0, ASHA CEUs*: 0.2
Summary: These Perspectives (SIG 12) articles provide an introduction to and description of the rationale for implementation of augmentative alternative communication/assistive technology (AAC/AT) in acute care settings. Barriers associated with implementation of AAC/AT in acute care settings are identified and discussed. Data regarding use of the Noddle, a specific access and communication option, are presented and discussed. A series of case studies illustrate potential solutions to a wide range of both patient-specific and institutional implementation problems.
Presenter(s): Barbara Weber,MS, CCC-SLP, BCBA
Credit(s): PDHs: 1.0, ASHA CEUs*: 0.1
Summary: This on demand webinar (available beginning November 20, 2020) will address interprofessional collaboration between SLPs and Board-Certified Behavior Analysts (BCBAs) when assessing and implementing augmentative and alternative communication (AAC). Focusing on a case study where collaboration improved outcomes for a young child who uses AAC, the speaker will address terminology and language frameworks used by each field, highlight the perspective of each discipline, and share practical strategies for facilitating collaboration. Participants will walk away with a handout with conversation starters and question prompts SLPs can use to facilitate discussions about AAC with BCBAs. This webinar – part of the SIGnature Series – was developed by SIG 12: Augmentative and Alternative Communication.
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