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Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

RACHEL MADEL M.A., CCC-SLP

CHRIS BUGAJ MA, CCC-SLP

New to augmentative and alternative communication (AAC) and don’t know where to begin? This course is designed to introduce key terminology, technology, and ideology, in order to establish a solid foundation of AAC.

Learning Outcomes

1. Students will be able to identify a variety of augmentative and alternative communication focused terminology.

2. Students will be able to list a variety of common AAC technology.

3. Students will be able to recognize basic strategies to support AAC users.

The episodes in this course include:

Episode #151 – SNUG & Presuming Competence

Episode #152 – Breaking Down & Building Up Language

Episode #153 – The Corenerstone of Language

Episode #154 – Planning for Motor Memory

Episode #155 – ALgS or Model, Model, Model

Episode #19 – Sabotage!

Episode #96 – A Language-Based Curriculum

Episode #54 – The Small Mermaid

The video content of this course features 8 of the most popular A.T.TIPSCAST episodes on language, communication, and augmentative/alternative communication. The episodes are shared without advertisements.

Learning Outcomes

1. List necessary principles for successful implementation of AAC.

2. Discuss the benefits of planning instruction around vocabulary based on the most frequently used words when working to teach someone how to use AAC.

3. Describe at least three strategies for how to design instruction to teach language to a user of AAC.

Presenters:

CHRIS BUGAJ MA, CCC-SLP

RACHEL MADEL MA, CCC-SLP

LUCAS STEUBER MS, CCC-SLP, MA-T

The episode for this course include:

  • Roundtable: Core Words
  • AAC Agreements

The Talking With Tech podcast features discussions on the topic of augmentative/alternative communication. This course features portions of two episodes from the podcast which give an overview of core vocabulary; the theory and practice of primarily targeting the most frequently used words during instruction and therapy when working with those learning language through the use of an augmentative/alternative communication device. Both episodes have been edited to remove advertisements.

Learning Outcomes

  1. Define the term “Core Vocabulary”.

2. Describe at least three strategies for teaching others to support core vocabulary when working with individuals using augmentative/alternative communication.

3. List three potential principles agreed upon by professionals working in AAC.

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

CHRIS BUGAJ MA, CCC-SLP

BETH POSS MS, CCC-SLP

The eight trends discussed include:

  1. A Growth Mindset
  2. Universal Design for Learning & Personalized Learning
  3. Project Based Learning
  4. Open Educational Resources
  5. The Maker Movement
  6. Bring Your Own Technology & One To One Initiatives
  7. Coding & Computer Science Standards
  8. Cultural Proficiency and Culturally Responsive Teaching

Education is changing. Increased availability and implementation of technology has caused a shift in how people perceive time spent learning inside and outside of school.

Educators everywhere are implementing new principles and practices which are re-imagining what it means to go to school. These changes have implications for students with disabilities.

Learn about eight of these innovative changes and how you can utilize them to improve educational experiences for all students.

Learning Outcomes

  1. Identify three trends in contemporary education and discuss the implications for students with disabilities.
  2. Describe the three pillars of Universal Design for Learning.
  3. Describe at least one benefit of using language to support a Growth Mindset, Project Based Learning, Open Educational Resources, The Maker Movement, Bring Your Own Technology & One To One Initiatives, Coding & Computer Science Standards, and Cultural Proficiency and Culturally Responsive Teaching.

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

RACHEL MADEL M.A., CCC-SLP

CHRIS BUGAJ MA, CCC-SLP

LUCAS STEUBER MS, CCC-SLP, MA-T

Building on a foundation of 30 years of research and adding personal expertise focused on AAC competency, Talking With Tech panel presenters highlight essential AAC skills which are relevant to both children and adults in this fast paced era of technology and social communication.

Learning Outcomes

  1. Identify essential AAC Competency skills for individuals with complex communication needs who require augmentative and alternative communication.
  2. Recognize and define effective measures of AAC competence.
XceptionalEd Logo with #SAU2018 and title of the webinar along with sponsored by The Center for AAC&Autism logo

Moderator: Mai Ling Chan, M.S., CCC-SLP

Panel Presenters:

RACHEL MADEL MA, CCC-SLP

CHRIS BUGAJ MA, CCC-SLP

LUCAS STEUBER MS, CCC-SLP, MA-T

It is challenging to stay current on Augmentative and Alternative Communication software applications. Panelists will share their expert recommendations with an emphasis on app features and best practices for integration in clinical practice.

Learning Outcomes

  1. List five (5) software applications available at this time for individual purchase and use as a high tech Augmentative and Alternative Communication devices.
  2. Discuss specific app features which support the clinical integration of AAC apps with clients with special needs.
  3. Summarize best practice strategies to increase opportunities for expressive language success using AAC apps.

Learning Objectives

  1. Participants will be able to describe the importance of adopting a mindset for which considers options which focuses on selecting what is least restrictive using the principles of the Least Dangerous Assumption and working toward an end result of spontaneous generation of novel utterances.
  2. Participants will be able to discuss the importance of motor access, planning, and memory in the consideration of functional augmentative and alternative language systems.
  3. Participants will be able to discuss the importance of aided language input in the consideration of functional augmentative and alternative language systems.
  4. Participants will be able to describe which words should be implemented and taught when considering augmentative and alternative language systems.
ATIA Logo

If a student is not successfully using verbal speech as her or his primary form of expression by the age of 3, the educators working with that student should be considering augmentative/alternative communication. But what are those considerations? What principles should everyone involved be using when making decisions about what technology to select for implementation? Considerations discussed during this session will include the Least Dangerous Assumption, vocabulary selection, vocabulary organization, aided language input, and designed engaging and empowering language opportunities.

Learning Objectives

  1. Participants will be able to describe a process and mindset for analyzing and considering options which focuses on selecting what is least restrictive to the student.
  2. Participants will be able to describe a process for how to request assistance when considering technology.
  3. Participants will be able to describe at least three strategies for coaching other educators to make decisions about technology.
ATIA Logo

Individualized Education Program teams have the responsibility of considering technology necessary to ensure a free appropriate public education. When unsure of what to put in place, teams often enlist assistance by requesting an AT Evaluation. Although this might help the student, this process does not necessarily help the individuals on the team learn more about how to make decisions about technology for future students. Learn a process of consideration and assessment, which coaches every educator to become masters of technology selection and implementation.