Tag: Augmentative Communication

Eliminating Barriers: A Voice for All

To bridge the divide that exists between communication partners, we must educate and spread awareness in the area of augmentative and alternative communication (AAC). The use of AAC systems is an alternative communication method which requires our community to become more knowledgeable and aware of effective communication strategies. This change begins with awareness in our K-12 schools by using research based restorative practices to educate young children about communication differences to access effective inclusion practices while expanding communication partners for all. In this session, a review of research based practices will be conducted while sharing experiences in how to educate our youth to be inclusive using hands-on experiences with assistive technology and following restorative practices.

Key Learning Outcomes

1. Gain a deeper understanding of AAC systems and how they are used to communicate.
2. Working to bridge the communication gap between children with complex communication needs and their peers.
3. Destigmatizing the use of AAC systems through research based practices and the exploration of diversity.

Communication…. Low Tech, High Tech, and In-between!

Communication needs vary for all students. There are so many different options out there. Where do we even start? We will explore many options and what some of the benefits are from low-tech to high-tech systems. No matter which system you use, always aim high! Presume competence! The process of total communication and aided language stimulation are important components to successfully increase any child’s communication. Let’s take a look at practical implementation strategies.

Key Learning Outcomes

1) The participants will be able to describe how to support the use of aided language stimulation.
2) The participants will be able to describe how to support Total Communication.
3) The participants will be able to describe multiple examples of both low-tech and high tec communication systems, why someone might choose one over the other, and some benefits of each.

Presentation Materials

AAC Implementation Playground

Given the advancements in and increased access to technology, a wide variety of AAC solutions are available. Although hardware and software are ever changing, the need for quality therapeutic support remains constant. Speaking is the major mode of expression in a typical classroom. Students use speech to answer questions, to ask questions, to share information, to socially interact with peers. Many literacy skills are learned and evaluated through verbal modalities. The language learning activities within a classroom, as well as the routine opportunities to interact, are the most natural conditions for a student who uses an AAC system/device to learn. The challenge for the educational team is how to integrate classroom activities so that the student is able to learn academic skills, participate in conversational

Key Learning Outcomes

1) Learn to use Chat Editor to create a variety of visual supports for Word Power
2) Use PASS software to create manual communication boards
3) Will modify three games from the new AAC Language Lab to use with students on different language levels and language systems
4) Learn to use new AI technologies ChatGPT and DALL-E to enhance your therapy sessions

Potential second session with Access Playground
1) Learn to use and adjust eye tracking settings to participate in a therapy activity
2) Learn to use and adjust head tracking settings to
3) Learn to use assistive touch is iOS to adjust alternative access settings for a user

Bulldozing Barriers to AAC Implementation

This presentation discusses school wide implementation of the LAMP approach and explores data on language outcomes from K-8 functional skills classrooms for children with complex communication needs. The team will address the rationale for beginning a LAMP approach initiative including the consideration of Positive Behavior Intervention Support (PBIS) and inclusion practices, the consensus building process, the use of data collection tools to monitor language outcomes and the development of communication partner training based on the LAMP Approach and the LAMP Approach to support para-educators, educators, and parents with implementation in the home and school environments.

Key Learning Outcomes

Identify three action steps used to overcoming barriers to school-wide AAC implementation and increase social inclusion.
Describe three ways to partner with staff to increase AAC use
Describe three research based models/tools/strategies used to support staff development of AAC communication partners

Eye Gaze for Alternative Computer Access; Vocational and Community Considerations

Join us to discuss the importance of independent computer access, available computer access options for individuals with limited mobility and potential eye gaze accommodations. We will identify possible strategies to increase computer access and eye gaze success. This presentation will include examples of Tobii Dynavox solutions that address these considerations, including TD Control, TD Browse, Accessible Apps, C5 Windows Control, and TD Pilot (Apple, Assistive Touch).

Key Learning Outcomes

1. Identify computer access and list 3 considerations for successful computer access with eye gaze
2. Identify three tools/software items that enable successful computer access.
3. List 3 extensions of eye gaze/computer access to support vocational, independent living and/or community outcomes.

AAC Supports for Professionals and Staff in the Classroom

Research tells us that AAC users need to use their devices throughout the day.  Participants in this session you will learn strategies and be supplied a companion book template to help support learners who are AAC users within the classroom setting.

Key Learning Outcomes

1.  Participants will learn about the research on the importance of everyone taking ownership in AAC.
2.  Participants will learn about a transition tool for adults and the learner.
3.  Participants will learn strategies to use within their classroom for AAC.

Presentation Materials

Mentoring in the Field of AAC: Facilitating Effective Learning Relationships

Have you reached a point in your career where you don’t think you can improve your skillset without the guidance of someone else…someone whose knowledge, skills and experience could help you progress in your professional goals? Or maybe you are a person who has a vested interest in seeing others around you succeed? As a profession we have conferences where knowledge is shared in a “sit-n-get” model which we know doesn’t meet the needs of those looking to grow and expand. This kind of growth requires a relationship over time with a person who is ready for a mutually beneficial relationship. This is called mentoring. Join this class to learn how to start a true mentorship program so therapists, parents, teachers and students can thrive.

Key Learning Outcomes

1. Identify three personal, individual and unique ways they contribute to the mentoring process that result in increased skills of a mentee.
2. Understand how authenticity and self-reflection impact growth outcomes.
3. Recognize three strategies that used in the phases of mentoring to enable growth for both the mentor and the mentee.

Communication for All: A Story of Community AAC Inclusion in Prescott, AZ

Augmentative and Alternative Communication (AAC) is essential for individuals with complex communication needs, but they often face barriers when accessing and participating in their communities. This presentation will share success story of working with a city to promote AAC inclusion. We will follow a family in Prescott, AZ who worked with an SLP to design and build AAC playground boards, coordinated with the City of Prescott to have them installed, collaborated with local businesses to provide manual low-tech boards, and provided community training about AAC. By sharing their journey, this presentation aims to inspire other families and communities to collaborate in promoting AAC inclusion.The presentation will conclude with practical strategies for engaging with city officials and local businesses to promote AAC inclusion.

Key Learning Outcomes

  1. Understand the barriers that AAC users face in accessing and participating in their communities.
  2. Learn about effective interventions for promoting community AAC inclusion, including peer-mediated support, community-based training, technology-based interventions, and design principles for AAC playground boards.
  3. Learn how to engage with city officials and local businesses to promote AAC inclusion in the community, including strategies for identifying key stakeholders, crafting persuasive messages, and building partnerships.

Que Pasa with Bilingual UNIDAD Intervention for the Monolingual SLP?

While best practice guides clinicians to support all languages needed by the AAC user, implementation of bilingual intervention often brings more hurdles than effective results. This presentation will provide practical strategies and ideas for creating engaging, relevant, and fun lesson plans that support the development of AAC language skills in both Spanish and English. The webinar will include a review of key components of UNIDAD clinicians need to be aware of for bilingual users. A framework for creating lesson plans and a review of bilingual resources will be provided. Lastly, attendees will leave with three bilingual lesson plan ideas that can be implemented tomorrow.

Key Learning Outcomes

1) Participants will demonstrate a fundamental understanding of UNIDAD by identifying key features that support bilingual AAC users.
2) Participants will identify three factors to consider when selecting target words for bilingual therapy sessions.
3) Participants will learn how to create a culturally relevant lesson plan based on a bilingual lesson planning framework and resources available online.

Presentation Materials

©1994 - 2024 AzTAP - The Arizona Technology Access Program