#TalkingAAC 2024: Full Schedule

NEW FOR 2024!

Pre-Conference Workshops - Select ONE 4-hour Pre-Conference workshop that will be held IN-PERSON on Wed, November 6th, 2024 from 12 pm - 4 pm at the Kellogg Center in East Lansing, MI. To attend all 3 days of the conference, you must purchase BOTH one Pre-Conference Workshop ticket and one IN-PERSON 2-day conference ticket. (Please note Pre-Conference Workshops will not begin until 12 Noon on Wednesday, November 6th to provide out-of-areas additional travel time to East Lansing.) Pre-Conference Workshop Registration $80
Networking Event - For those attending a Pre-Conference Workshop or arriving in East Lansing early, please join us on Wednesday, November 6th, at 7 pm EST in the auditorium at the Kellogg Center for a free viewing party of the film This is Not About Me sponsored by AssistiveWare. This documentary follows the story of Jordyn Zimmerman who shares what it is to be autistic and non-speaking. Light snacks will be provided with time to connect with the #TalkingAAC community.
ON-DEMAND Content - A new, separate asynchronous learning option has been added this year with FOUR (4) ON-DEMAND 75-minute, pre-recorded sessions. BONUS: All IN-PERSON attendees will also receive access to this recorded content included with their 2-day conference registration! The ON-DEMAND sessions will be accessed through the Sched registration portal. Recordings will be available beginning at the end of the conference on November 8, 2024 through December 31, 2024. There will be NO live-streaming of sessions in 2024. On Demand Content Registration $60
Swag - #TalkingAAC merchandise will be available on-site for purchase.
Streamlined Registration - Conference registration, ticket sales, and your in-person 2-day conference session planning guide will all occur in one platform this year - Sched. Below, click the green "log in" box if you have a Sched account already or click the green "sign up" box to create a new Sched account, then proceed to purchase ticket(s). 2-Day In Person Conference Registration $265

MEALS, PARKING, & LODGING FOR 2024!
1. Breakfast - a light continental breakfast will be available on Thursday and Friday at no additional charge.
2. Lunch - participants will receive a lunch and drink on Thursday and Friday at no additional charge.
3. Parking - is expedited and included with your registration fees.
4. Lodging - for lodging information, view the 2024 #TalkingAAC lodging options document for a list of hotels with blocks reserved and discount lodging codes for this conference. For those attending a Pre-Conference Workshop, please note sessions will not begin until noon on Wednesday, November 6th to provide out-of-town/state attendees additional travel time to East Lansing.

As the date for this conference approaches, you will receive updates from #TalkingAAC and SCHED. Stay tuned for additional session information!

In late October, you will select your sessions and plan your conference agenda.

Questions? Check out www.talkingaac.org or email info@talkingaac.org

12:00pm EST

Pre-Conference Workshop

Wednesday November 6, 2024 12:00pm - 4:00pm EST

TBA

Thank you for purchasing a ticket to attend a 4-hour Pre-Conference Workshop. Refer to your ticket to determine which specific session you are registered to attended. 2024 #TalkingAAC Pre-Conference Workshops Descriptions

Wednesday November 6, 2024 12:00pm - 4:00pm EST
TBA

Pre-Conference Workshop

7:00pm EST

FREE Networking Event: Viewing Party of the film "This is Not About Me" sponsored by AssistiveWare

Wednesday November 6, 2024 7:00pm - 9:00pm EST

Networking Event - For those attending a Pre-Conference Workshop or arriving in East Lansing early, please join us on Wednesday, November 6th, at 7 pm EST in the auditorium at the Kellogg Center for a free viewing party of the film This is Not About Me sponsored by AssistiveWare. This documentary follows the story of Jordyn Zimmerman who shares what it is to be autistic and non-speaking. Light snacks will be provided with time to connect with the #TalkingAAC community.

Wednesday November 6, 2024 7:00pm - 9:00pm EST

Networking

8:00am EST

Vendor Fair & Light Continental Breakfast

Thursday November 7, 2024 8:00am - 8:30am EST

meal

8:00am EST

Registration in the South Lobby

Thursday November 7, 2024 8:00am - 8:30am EST

Registration is mandatory each day of the conference. Please check-in with the QR code both days.

Thursday November 7, 2024 8:00am - 8:30am EST

Registration

8:30am EST

Welcome & Opening Keynote

Thursday November 7, 2024 8:30am - 9:30am EST

All Attendees

9:45am EST

Robust Vocabulary Instruction for Students With Extensive Support Needs Who Use AAC

Thursday November 7, 2024 9:45am - 11:00am EST

Many students with extensive support needs who use augmentative and alternative communication (AAC) struggle to read or understand grade-level words, concepts, and texts. Explicit and robust vocabulary instruction can play an important part in addressing this need, with a call for greater investment of instructional time aimed at building students' receptive vocabulary and conceptual understandings. The session will focus on evidence-based practices for receptive vocabulary instruction and approaches for leveraging the high frequency words students are likely to have available on their AAC systems to express understanding of the words. The session will feature Building Bridges, a federally funded, open-source project. The session will feature a 5-day cycle as an example of an instructional sequence that applies evidence-based practices in vocabulary instruction, with a focus on how the sequence can be effectively adapted for students with extensive support needs who use AAC (Geist & Erickson, 2021). Participants will be provided access to free, web-based decision-making tools, instructional planning resources and a collection of example lessons.

Presenters

Lori Geist

PhD, CCC-SLP

Thursday November 7, 2024 9:45am - 11:00am EST

Literacy

9:45am EST

All Hands-on Deck for AAC: A Learning Lab

Thursday November 7, 2024 9:45am - 11:00am EST

Centennial

The world of AAC is always changing and knowing what access methods, language apps and accessories out there can be a big job to navigate. Wouldn’t it be great to learn from a hands-on course to experience types of AAC from low-tech to high-tech, trial access methods and collaborate with team members from OTs to teachers and SLPs? Through this hour and a half course small teams will be given four real-life case scenarios and explore over 25 different AAC devices from robust low-tech systems to high-tech devices. Case scenarios include preschool to high school students with complex communication needs and a range of access methods. Problem solve and build a total communication approach for your client while being led by a group of AT consultants with different backgrounds and experiences. Trial different access methods from switch scanning to head pointing and eye gaze and consider mounting for AAC access throughout the day. We will collaborate and review different total communication plans and options as a group and discuss potential data collection ideas to show progress and growth. Don’t miss out on this hands-on course to review, learn or explore the world of AAC.

Presenters

Mary Katherine Dally

MS CCC SLP ATP (SLP and AT Consultant)

Mary Katherine Dally, M.S., CCC-SLP, ATP, has served as the SLP on an ALS clinic focusing AAC evaluations, voice banking and no-tech/low tech communication. She then worked as a solutions consultant for a communication device company, traveling the West side of Ohio. Currently, Katherine... Read More →

Jamie Cain-Nimtz

OTR/L (Occupational Therapist and AT Consultant), Hamilton County ESC

Jamie Cain Nimtz, OTR/L is an occupational therapist with Hamilton County ESC as an Assistive Technology Consultant and direct service provider. She is currently working as a direct service provider within HCESC’s Early Learning Program and consults as an AT Consultant for the Southwest... Read More →

Teresa Clevidence

MS CCC SLP (SLP and Intervention Specialist)

Teresa Clevidence is an educator and speech language pathologist whose life’s work is to help children with disabilities learn more, do more, and be more. She has worked in the field of education for the past 30 years as a classroom teacher, intervention specialist, speech language... Read More →

Elizabeth Willig-Kroner

MA, CCC-SLP, Hamilton County Educational Services Center

Elizabeth Willig-Kroner is a Speech Language Pathologist (SLP) and Assistive Technology Consultant at Hamilton County Educational Services Center in Cincinnati, Ohio. She provides school-based speech language services and acts as a consultant to assist other clinicians with developing... Read More →

Thursday November 7, 2024 9:45am - 11:00am EST
Centennial

Mindset

9:45am EST

Turning a Wish into a Working Document

Thursday November 7, 2024 9:45am - 11:00am EST

Clinicians often find that successful use of AAC (Augmentative and Alternative Communication) in schools involves more than evaluating and acquiring a device. Successful implementation requires a detailed analysis of how best to meet a student’s communication needs in various settings, while still honoring the student’s multimodal communication efforts. An implementation plan can greatly facilitate this process.

This session will offer teachers and SLPs an example of creating a comprehensive communication implementation plan. This plan, which has been piloted and revised over five years, was created to ensure that all steps, strategies, actions, and resources for successful AAC outcomes are documented and acknowledged across communication partners and settings. The form is based on current research and clinical best practices and weaves together concepts from Joy Zabala’s SETT Framework, The Lippitt-Knoster Model for Managing Complex Change, The Participation Model (Beukelman and Mirenda), and the Zone of Proximal Development. It also encourages evidenced-based practices including: Aided Language Stimulation, Communication Competencies (Janice Light), communication partner training, functions of communication (Janice Light), robust communication tools, core vocabulary, Descriptive Teaching Method (Gail Van Tatenhove), and debunking AAC Myths. Most importantly, this plan incorporates personal preferences and insights from the AAC user and familiar communication partners. This presentation will offer several case studies demonstrating how the thoughtful construction of an implementation plan can encourage evidence-based practices and support teams in identifying the routines needed to implement the AAC tool with success.

Presenters

Mary Giunta

M.A.CCC-SLP

Mary Giunta has thirty years of experience as a speech pathologist who has had the privilege of working in the area of AAC. Previous work settings included hospitals, outpatient clinics and early intervention. Since 2008, Mary's main role has been focusing on assisting school teams... Read More →

Thursday November 7, 2024 9:45am - 11:00am EST

Mindset

9:45am EST

Elevating Your Instruction with Artificial Intelligence: Practical Applications for AI for Therapists and Educators

Thursday November 7, 2024 9:45am - 11:00am EST

Artificial Intelligence (AI) is dramatically impacting the lives of all of us, including students and individuals with disabilities, by taking traditional resources and supports to a new level of accessibility and sophistication. AI technologies can help individuals with disabilities participate in educational and leisure experiences, access information, and communicate more effectively. This includes the direct use of AI tools as instructional and assistive technology. Additionally AI tools can be used by professionals to increase efficiency, elevate the creativity and quality of lesson plans and learning materials, and analyze research, evidence, and data to reflect on practices and improve outcomes.
This session explores some of the ways that educational professionals can use AI in an everyday context, along with the implications, benefits, and challenges associated with the use of AI. In the session, participants will learn exactly what AI is, and what it is not. Participants will be introduced to a variety of educational, creative, and productivity tools that leverage AI, including some that are likely already available to them. We will explore ways that learners can utilize AI, including increasing access to educational and therapy resources, providing feedback and insights, and enhancing learner or worker productivity. Participants will also explore ways that they can capitalize on AI to raise their own productivity, create customized therapy materials, and support their own professional learning. Participants will learn about strategies to use AI to: -spend less time writing emails, reports, and notes -make learning materials more accessible, including auto generated Alt-Text -enhance slide decks for professional learning or for use with clients -support spelling and grammar for clients (or themselves!) -expand vocabulary with word prediction and autocomplete -create custom reading passages to address decoding, comprehension and fluency skills -create custom voices for AAC -generate images with words -organizational and executive function support -analyze and synthesize research and data -and more!
Finally, participants will delve into necessary considerations regarding the implementation of AI, including data privacy, security, AI bias, ethical considerations, and reliability. This session will not be your typical sit and get lecture. Participants will get up close with AI tools through hands-on demonstrations, experiencing firsthand how they can be applied in therapy sessions. The presenter will share real-world case studies showcasing successful AI integration into educational practices, highlighting challenges overcome and outcomes achieved. As a group, we will share our experiences, concerns, and ideas about adopting AI in speech therapy and collaborate on the creation of a resource everyone can use and reference in the future.

Presenters

Beth Poss

Director of Educational Programs, LessonPix

Beth Poss is currently an educational consultant, speech/language pathologist and the Director of Educational Programs for LessonPix. She is a former administrator for Montgomery County Public Schools (MCPS) in Maryland. She presents nationally on best practices in Professional... Read More →

Thursday November 7, 2024 9:45am - 11:00am EST

Special Interest

9:45am EST

Find the features - Tap into Settings to Support AAC Communicators

Thursday November 7, 2024 9:45am - 11:00am EST

Room 103

This session will focus on PRC-Saltillo AAC apps LAMP Words for Life and TouchChat HD-AAC w/ WordPower. We will review features and built in settings that can be customized. Case studies and hands on activities will be used to problem solve what customizations could be implemented to optimize success.
Presenter: Darcy Lees, AAC Consultant
Vendor: PRC-Saltillo

Vendors

PRC-Saltillo

Thursday November 7, 2024 9:45am - 11:00am EST
Room 103

Vendor Presentation

11:00am EST

Lunch Break & Vendor Fair

Thursday November 7, 2024 11:00am - 12:00pm EST

meal

12:15pm EST

"Tell me Everything": Using Digital Assistants to Promote Independence

Thursday November 7, 2024 12:15pm - 1:30pm EST

Digital assistants can be integrated into weekly speech therapy sessions to teach clients that they are a portal to information that can be accessed at any point through a series of steps. The steps to access digital assistancs vary depending on the user's communication strengths (i.e., using their voice, using direct-selections on an iPad, and/or using their eyes to activate buttons on an iPad through infrared technology). Clients and their families learn to build trust in the technology by using skills learned in therapy for generalization into the home using the same portal.

The perception of digital assistants could be a privacy concern because they have a recording feature, but it can be turned off in a simple procedure where you choose not to save voice recording and opt out of voice recording. For example, to ensure that client and staff privacy are at the forefront of decision making, the following features need to be enabled on Alexa:
Go to Alexa App>Alexa Privacy> Manage your Alexa Data> Don’t Save Recordings
Go to Alexa App>Alexa Privacy>Manage your Alexa Data>Help Improve Alexa>Uncheck “Use of Voice Recordings”

Through the use of digital assistants, clients can learn independence and autonomy in the areas of communication, environmental access, medical support, and/or socialization.

Communication independence and autonomy can look like asking “What’s the date?”, “What is the Day of the week?”, “What is the time?”, “What is the weather?”, “When is the holiday?”.
Environmental independence and autonomy can look like using digital assistants to turn the lights off/on, turn on the TV, open/close doors, run the vacuum, and/or start the laundry.
Medical independence and autonomy can look like asking digital assistants to remind me to take my medicine, ask when a doctor’s appointment occurs, set a wake-up, set a timer, and/or make a to-do list.
Socialization independence and autonomy can look like digital assistants dropping-in on a family or friend, telling a joke, telling the news, playing a game, listening to music, and participating in cooking with recipes.

In addition,digital assistants features can be taught to promote clients’ independent knowledge seeking (Alexa read me a book, Alexa spell____), dual language capabilities (Translation from English to Spanish), and for adaptive listening mode (Recognize different speech patterns like stuttering and gives more time to finish speaking).

Digital assistants are an influential therapy tool that can be used as a portal to access information independently for all communicators.

Presenters

Megan A Covey

M.S., CCC-SLP/L, Westside Children’s Therapy

Megan Alano Covey, M.S., CCC-SLP is an ASHA certified and state licensed speech-language pathologist with experience working with children and young adults with complex communication needs. She practices at Westside Children’s Therapy where she specializes in providing augmentative... Read More →

Thursday November 7, 2024 12:15pm - 1:30pm EST

Access

12:15pm EST

Train the Trainers: An AAC Training Model to Bring Back to Your Staff

Thursday November 7, 2024 12:15pm - 1:30pm EST

This presentation provides a real-life example of how one SLP trained her building to be better communication partners by providing hands-on activities that utilize the staff’s learning styles: competition, humor, and challenge. The presentation aims to provide family members, educators, therapists, consultants, and communication partners with a model of how to go about teaching or learning AAC strategies in a fun and low-pressure way. The ASHA practice portal identifies providing initial and ongoing training as a key role and responsibility of the school-based SLP (American Speech-Language-Hearing Association (n.d.)) This model was created by pulling from a number of well-established and researched models, including SMORRES (Baud & Senner, 2016) and models of ongoing trainings to support staff learning opposed to one-time in-services (Andzik et al., 2019).

The model being described in this presentation was implemented by an SLP at a post-secondary school (students ages 18-26 years old). In the first year, all staff were asked to participate in a 10-week, once a week, 15-minute training session led by the SLP. In the second year, returning staff completed a 5 week, once a week, 15-minute training, while new staff participated in the full 10-week model. Each training session included a quick lesson on a specific AAC training (ex. Wait time, no hand-over-hand, prompting hierarchy, aided language input, etc.) and a short activity (ex. Uno, guess-who, shared book reading, etc.). After the second year, the SLP gave a survey to gather feedback regarding the training and plan for future implementation/modification. Survey results indicated:
-a wide variety of learning outcomes such as knowledge of different applications, software features (word finder, editing), difference between vocal communication and communicating with a device, etc.,
-half of the survey respondents thought the amount of training was good while the other half felt they would benefit from monthly refreshers following completion of the training model,
-after training, staff feel comfortable using a variety of communication devices and strategies within their classroom,
-staff model on average 10-20 times per day, and
-staff would like continued training on techniques to increase buy-in, learning new programs/softwares, editing/adding words, etc.

Since completing the second year of training and analyzing survey results, the SLP has utilized a number of other strategies to promote an AAC culture within the building including AAC groups, modeling competitions, positive praise, etc.

Presenters

Shannon McEnroe

MS, CCC-SLP

Shannon currently works for Northwest Education Services as a speech-language pathologist in the post-secondary program. Shannon also serves as the Regional Director of Kids On The Go - Traverse City, a non-profit organization focused on providing free summer therapy to children with... Read More →

Thursday November 7, 2024 12:15pm - 1:30pm EST

Lifespan

12:15pm EST

Taking Imperfect Action: AAC in the Early Childhood Special Education Classroom

Thursday November 7, 2024 12:15pm - 1:30pm EST

The purpose of this presentation is to share our team’s experience implementing both low and high tech AAC in our preschool classroom while providing a safe space for an open and honest discussion with attendees to learn from everyone in attendance. When our current preschool special education team came together two years ago, we were overwhelmed with the level of communication needs in the classroom. There were between 20-24 students in our district Early Childhood Special Education classrooms, and all were non- or minimally speaking. Every caregiver listed communication as their primary concern at an IEP. We were experiencing a significant increase and escalation in behaviors as a direct result of these communication concerns. Our team knew that we needed a more comprehensive and robust approach to support communication, and we were overwhelmed thinking about how to move forward. We were intimidated by all of the ideas and information coming from seasoned professionals or experts at conference presentations, consultants, and every SLP/Early Childhood/ASD/parent account on Instagram telling us what we should (or shouldn’t) be doing to create the ideal communication-focused classroom. We decided to jump in, knowing that mistakes would be made as we continued to learn.

With the support of our county’s assistive technology and ASD consultants, we determined which supports we would use (108-icon county-wide core board and speech generating devices) and decided to focus our efforts on these areas:
Training of all staff
Modeling without expectation across all classroom activities
Supporting and involving families

The presentation will go into detail about what each of those areas looked like for us and how moving forward to just get started impacted our classroom, students, and their families. In each area, participants will be encouraged to share their thoughts, experiences, and ideas with the expectation that no one is the “expert,” and we can all learn from each other.

Presenters

Laura Begley

AT Consultant, Wayne RESA

Laura Begley has worked in Center-based public schools for seven years as a Speech-Language Pathologist. She worked closely with students who are on the Autism Spectrum, as well as students who are Moderately-Cognitively Impaired, Severely-Cognitively Impaired and Severely-Multiply... Read More →

Shannon Hilliker

CCC-SLP, Woodhaven-Brownstown School District

Shannon Hilliker (she/her) is an SLP working in early childhood with the Woodhaven-Brownstown School District, located in southern Wayne County, Michigan. Laura Begley is an SLP working as an Assistive Technology Consultant for Wayne RESA.

Thursday November 7, 2024 12:15pm - 1:30pm EST

Mindset

12:15pm EST

AAC Support AND Emergent Literacy Instruction

Thursday November 7, 2024 12:15pm - 1:30pm EST

Room 103

All Means All. All people have a right to the relationships, experiences, and instruction that help them develop communication skills. This requires access to a language system, which can be either low-tech (as in a paper-based booklet), high-tech (as in a dedicated device), or some combination. AAC support is critical to effective literacy instruction since learners must express their thoughts, ideas, and wishes during early or emergent routines. Additionally, effective literacy instruction is socially constructed. Therefore, all learners must have the means and the opportunity to engage actively, constructively, and socially.

Beyond providing AAC support for language use and development, laying the foundation for literacy and language growth is predicated on providing comprehensive literacy instruction. Accordingly, the development team at Building Wings created at literacy program to reflect this evidence-based approach for young learners. Throughout this four-year program, parents and teachers can access implementation supports (real-time videos plus paper-based instructional guides) to quickly and seamlessly deliver daily cycles of the five emergent routines that comprise comprehensive literacy instruction (Erickson & Koppenhaver, 2017). These include shared reading, predictable chart writing, alphabet/ phonics instruction, and daily opportunities to engage independently with reading and writing.
Presenter: Karla Rachfal - Educational Solution Specialist
Vendor: Building Wings, LLC

Vendors

Building Wings

Thursday November 7, 2024 12:15pm - 1:30pm EST
Room 103

Vendor Presentation

1:30pm EST

Snack Break

Thursday November 7, 2024 1:30pm - 1:45pm EST

meal

1:45pm EST

Vocabulary Instruction After Core: Does It Matter and How Do We Accomplish It?

Thursday November 7, 2024 1:45pm - 3:00pm EST

TBA

It has long been acknowledged that teaching and modeling core words is an appropriate place to begin intervention for AAC users. (www.project-core.com) Over my years as mother and homeschool teacher for a child with multiple disabilities including complex communication needs, I have utilized various plans for working on core vocabulary including Speak For Yourself Learning to Speak AACtion Plan and PrAACtical AAC’s Year of Core Word and School Year of Core Word resources.
When my son started combining core vocabulary to communicate across settings with varied communication partners and for different purposes, it seemed appropriate to consider his growing vocabulary needs. I began explicit instruction on additional tier 1 words beyond core and tier 2 words to increase his receptive and expressive language skills. (Comprehensive Literacy For All, Erickson and Koppenhaver.) I used instructional strategies such as examples/non examples, word relationships, and stories. (“Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC” Geist and Erickson, Teaching Exceptional Children.) While my experience is limited to working with one child, the frequency that new vocabulary was use spontaneously used mimics the reported research results that I’ve based my intervention on. In my session, I will share our journey and hope to encourage teachers, SLPs, and parents to consider explicit vocabulary instruction beyond core words.

Participants will be able to summarize why explicit vocabulary instruction beyond core words is needed for individuals with complex communication needs. Participants will complete hands-on activities with vocabulary words to better understand the role of the student and to build capacity for teaching others. Participants will be able to identify word lists for consideration, understand the role of using existing core vocabulary on a speech-generating device to build receptive vocabulary, and describe three strategies for teaching vocabulary.

Presenters

Kim Rankin

Thursday November 7, 2024 1:45pm - 3:00pm EST
TBA

Literacy

1:45pm EST

All Hands-on Deck for AAC: A Learning Lab

Thursday November 7, 2024 1:45pm - 3:00pm EST

Centennial

Presenters

Mary Katherine Dally

MS CCC SLP ATP (SLP and AT Consultant)

Jamie Cain-Nimtz

OTR/L (Occupational Therapist and AT Consultant), Hamilton County ESC

Teresa Clevidence

MS CCC SLP (SLP and Intervention Specialist)

Elizabeth Willig-Kroner

MA, CCC-SLP, Hamilton County Educational Services Center

Thursday November 7, 2024 1:45pm - 3:00pm EST
Centennial

Mindset

1:45pm EST

Empowering Families with AAC in Early Intervention (Mini Session)

Thursday November 7, 2024 1:45pm - 3:00pm EST

Presenters

Tabi Jones-Wohleber

MS, CCC-SLP

Thursday November 7, 2024 1:45pm - 3:00pm EST

Mindset

1:45pm EST

A Discussion on Intimate Relationships for AAC Users

Thursday November 7, 2024 1:45pm - 3:00pm EST

This session explores the challenges AAC users face in finding, building, and maintaining intimate relationships. It is very easy to become hyperfocused on the technology, vocabulary, and other minutiae of AAC. Everyone supporting an AAC user needs to take a step back and remember the purpose of AAC is to form relationships. It is very important not to neglect relationship goals that AAC users might have. It is also important to remember that AAC users have the same emotional needs as everybody else, and we all need to help support them so they can participate in the fullest possible range of human experiences. To that end, participants will leave the session being more mindful of the importance of supporting their clients’ development of communicative competence.

A discussion of communicative competence will be at the beginning of the session as it is the foundation for building any type of relationship. It is composed of three constructs: functionality of communication, adequacy of communication, and sufficiency of knowledge, judgment, and skill. In addition, there are psychosocial factors such as motivation, attitude, confidence, and resilience. The presentation will explore these areas.
There are many possible reasons an AAC user could find it challenging to form intimate relationships. There can be physical, developmental, or cognitive differences on top of the communication differences, and the presenter will explore some of these potential challenges. These challenges may include:
• Pragmatic and receptive language challenges
• There is often uncertainty around when and how to disclose a disability before or during the first date.
• Understanding safe sexual practices and consent
• For individuals needing a personal care attendant, it can be a challenge to get privacy with a potential partner and to negotiate boundaries with a PCA
• Social Security rules that disincentivize disabled adults getting married
• Being in the LGBT community
• Societal attitudes towards the sexuality of persons with disabilities
There is a myriad of potential challenges. It is the presenter’s goal to inspire attendees to think more about how AAC can be utilized to increase the quality of life of AAC users. The presenter wants the participants to understand potential barriers and to support whatever steps are necessary for an AAC user to have emotional experiences which are as rich and broad as possible. Furthermore, the presenter wants the participants to understand that many AAC users want a partner and to experience the same intimate bond that most people have the luxury of taking for granted.

Presenters

Lance McLemore

Ambassador, PRC-Saltillo

Lance McLemore is a man on the autism spectrum who uses Augmentative and Alternative Communication (AAC). He currently lives in Alabama. He is an ambassador for the Prentke Romich Company and the Center for AAC and Autism.Lance states, "Before I had a way to meaningfully communicate... Read More →

Thursday November 7, 2024 1:45pm - 3:00pm EST

Special Interest

1:45pm EST

TD Snap Pagesets: Comparing Core First and Motor Plan

Thursday November 7, 2024 1:45pm - 3:00pm EST

Room 103

This session will walk you through key features of both the Core First and Motor Plan Pagesets. Audience members will be able to feature match both options for their AAC user’s needs. We will participate in a robust discussion about pageset selection and benefits for a wide range users.
Presenters: Brigitte Evariste, Pediatric Solutions Consultant Michigan East & Joel Allchin, Solutions Consultant Michigan
Vendor: Tobii Dynavox

Vendors

Tobii Dynavox

Thursday November 7, 2024 1:45pm - 3:00pm EST
Room 103

Vendor Presentation

3:00pm EST

Vendor Fair

Thursday November 7, 2024 3:00pm - 3:30pm EST

7:45am EST

Vendor Fair & Light Continental Breakfast

Friday November 8, 2024 7:45am - 8:15am EST

meal

7:45am EST

Registration in the South Lobby

Friday November 8, 2024 7:45am - 8:15am EST

Auditorium

Registration is mandatory each day of the conference. Please check-in with the QR code both days.

Friday November 8, 2024 7:45am - 8:15am EST
Auditorium

Registration

8:15am EST

Listen to the Experts: A Q&A Panel featuring AAC Users

Friday November 8, 2024 8:15am - 9:30am EST

Presenters

Lance McLemore

Ambassador, PRC-Saltillo

Mateo Moreno

Mateo Moreno: Mateo Moreno has used AAC since the age of 4. Today, he’s a confident young adult eager to talk with new people and spread awareness about AAC. He enjoys talking with families and professionals about his experiences. He served as keynote speaker for the #TalkingAAC... Read More →

Hailey Harrold

Mawqar Alhaideri

Kathleen Prince

Friday November 8, 2024 8:15am - 9:30am EST

Lifespan

8:15am EST

Enhancing Narrative Retell Skills with AAC Users

Friday November 8, 2024 8:15am - 9:30am EST

This exciting session aims to share strategies to support narrative retell skills among augmentative-alternative communication (AAC) users. Attendees will gain practical strategies and insights to facilitate the development of narrative language abilities crucial for academic success and social communication.

The AAC partner teams of speech-language pathologists and special education teachers will begin with the introduction of various tools and resources, some of their common principles, as well as there adaptability for AAC users. Next, the educators will underline the significance of narrative language in academic, social, and cognitive development for individuals in diverse classroom communities who use a variety of AAC systems. Documented measurable outcomes of AAC users by the teams include increased message length and complexity, more complete narrative form, expressive vocabulary growth, and increased comprehension through personal connections. Additional benefits include increased ability to repair communication breakdowns and integrated use of AAC to supplement mouth speech. Descriptions of implementation strategies and data-driven decision making will show how the team monitors progress and adjusts intervention plans accordingly. Lastly, the presenters will highlight the role of collaboration among AAC users, family members, caregivers, educators, and therapists in supporting narrative skill development for optimal generalization and functional application of skills.

Enhancing narrative retell skills is essential for AAC users to engage meaningfully in academic tasks, participate in meaningful and authentic social interactions, and express themselves effectively. By integrating tools and strategies presented, attendees will be equipped to address this critical aspect of communication, leading to improved outcomes in literacy, academic achievement, and overall quality of life for individuals using AAC.

Presenters

Tammy Martoni

M.A., CCC-SLP

Tammy Martoni has worked in the Macomb Intermediate School District for approximately 25 years as a Speech-Language Pathologist. She is privileged to work at Glen Peters School with students across the age span who benefit from moderate-to-high levels of support. Tammy is passionate... Read More →

Samantha Czasak

Samantha Czasak is a Speech Language Pathologist at Glen Peters School in Macomb, MI. She works with students age 3-26 who have complex communication needs focusing on total communication. She has a special interest working with AAC and adaptive equipment to make it easier for... Read More →

Friday November 8, 2024 8:15am - 9:30am EST

Literacy

8:15am EST

We’re Going on an Adventure: Creating Multi-Sensory and Inclusive Storybook Walks

Friday November 8, 2024 8:15am - 9:30am EST

Centennial

Who doesn’t love a good book? Now, imagine if you and your students could literally walk through it page by page?! We will explore the use of multi-sensory story elements and AAC to create an engaging and inclusive literacy experience. Research supports the use of shared reading for emergent literacy learners to sustain attention, interest and make connections. Session will include a “how-to” guide to create your own storybook walk!

Presenters

Danielle Cotton

Friday November 8, 2024 8:15am - 9:30am EST
Centennial

Literacy

8:15am EST

Confessions of an Over Prompter: How to Stop Prompting and Start Fostering Autonomous Communication

Friday November 8, 2024 8:15am - 9:30am EST

Early in my career supporting emergent communicators, I relied on the prompt hierarchy to guide me. Unfortunately, the outcome was often students who were completely dependent upon me to show or tell them what to say. What I was doing wasn’t resulting in autonomous communication, which I knew was the goal, and I needed to change. In this session we will explore the reasons why we rely on prompts when teaching AAC and how prompting can interfere with autonomous communication. We will also apply basic knowledge of prelinguistic skills (engagement, joint attention, motivation, etc.) and expressive language development to determine appropriate goals and strategies for emergent communicators. Finally we will discuss strategies to assist prompt dependent AAC users to reduce their reliance on prompts and begin to generate their own messages by choosing motivating, open ended, student led activities.

Presenters

Kristin Strong

AAC Consultant, Oakland Schools

Friday November 8, 2024 8:15am - 9:30am EST

Mindset

8:15am EST

Utilizing AAC as a part of Inclusive and Accessible Practices

Friday November 8, 2024 8:15am - 9:30am EST

Room 103

This session focuses on the various types of AAC we see used in our buildings. Currently, many of these devices are only used for a single individual and that leads to a focus on that individual standing out from others. We look at ways to take these devices and bring them into alignment with all environments, supporting both the individuals who need them as well as others who may come in contact with these devices. In order to create levels of inclusivity in all aspects of education and the workplace, we need to be able to introduce devices in ways the demystify them as well as supporting those individuals in ways beyond just communicating, helping them from a mental health standing as well.
Presenter: Dr. Ray Heipp
Vendor: School Health Corporation

Vendors

School Health Corporation

Friday November 8, 2024 8:15am - 9:30am EST
Room 103

Vendor Presentation

9:45am EST

Enhancing Direct AAC Access: Quick Wins for Immediate Impact

Friday November 8, 2024 9:45am - 11:00am EST

Direct selection is the preferred method of access for AAC apps. It is efficient, simple, and reduces cognitive load. However, some AAC users still struggle with default settings, which can lower their success, confidence, and interest. This session will cover small but impactful settings in iOS and communication apps that can positively impact the independence and experience of AAC users in their communication journey. Customizing visual presentation, button interaction, and auditory settings can help develop efficient motor skills for direct selection, allowing AAC users to focus on language and communication development. In addition to adjusting grid size, most robust AAC apps offer a variety of setting options to modify direct access interactions. This supports fine-tuning features to subtly change how apps respond to an AAC user's touch. Adding visual and auditory supports to touch interactions can improve accuracy and interest with neurodiverse learners. We will also discuss iOS settings for adding accessory tools such as a mouse or stylus to enhance direct selection success. Additional iOS setting features can be used to improve direct touch access outcomes and engagement with keyboard options and accessibility settings. Furthermore, this session will highlight the importance of positioning, both in terms of the device and the user's body, to improve direct selection access. Participants will leave with programming setting workflows for implementing auditory feedback, release time delays, and visual cues. Finally, once we have increased the confidence and independence of our direct select AAC users, we will explore iOS settings options in Guided Access and Assistive Access to ensure consistent AAC app access. By leveraging iOS settings, AAC app features, and considering positioning or external tools, we can create an environment that helps AAC users transition from being ‘nearly there’ to confidently independent.

Presenters

Tracie Schanen

AT Consultant, Livingston ESA

Tracie has been an Assistive Technology Consultant for the past 4 years with Livingston Educational Service Agency in Howell, Michigan. She supports both center-based and county-wide district teams with the AT and AAC consideration process and implementation across ages 0-26. Tracie... Read More →

Friday November 8, 2024 9:45am - 11:00am EST

Access

9:45am EST

Emergent Literacy & Core Vocabulary Instructional Strategies in the ECSE Classroom

Friday November 8, 2024 9:45am - 11:00am EST

Students with complex communication and extensive support needs using AAC should receive emergent literacy instruction on a daily basis. Literacy learning is the one way we can ensure our students using AAC are able to communicate precisely and become competent communicators. Unfortunately, this population of students is often left out of comprehensive literacy instruction. This presentation will share how we are providing direct emergent literacy instruction in letter of the day, core word of the day, and daily shared reading experiences in a preschool special education classroom. You will see the students use a variety of communication systems including eye gaze, direct select, and other no tech supports. Communication, using core vocabulary, is easily embedded into these routines resulting in a multitude of daily communicative opportunities.

Shared reading and alphabet knowledge are two emergent literacy instructional routines discussed in Project-Core, a Stepping-Up Technology Implementation Grant directed by the Center for Literacy and Disability Studies. Shared reading is the interaction that occurs when a child and adult interact with a book together. The goal of the routine is interaction and connection with the adult, the child and the book. Ultimately, we want the child to drive the interaction. This alphabet instructional routine explicitly teaches the alphabet using a distributed practice model. Learning the alphabet is the foundation for our students to learn to spell and communicate.

In addition to the emergent literacy strategies discussed above we have added core vocabulary instruction. Explicit core vocabulary instruction for emergent communicators is another routine students using AAC can benefit from. Explicitly teaching the meaning and use of core words in engaging and language rich activities supports both receptive and expressive language learning.

This presentation will describe the three instructional routines and demonstrate the many ways our students began to participate. We will share how we got started, from navigating seating, mounts, CVI needs, and choosing communication systems. We will discuss our challenges and ultimately the successes as we provide communication and literacy learning to preschool students with extensive support needs.

Presenters

Marlene Cummings

M.A., CCC-SLP, MRCCommunications

Marlene Cummings, M.A., CCC-SLP is an Augmentative/Alternative Communication Consultant. She specializes in designing innovative implementation systems utilizing cutting edge professional learning frameworks and dynamic service delivery models to build capacity and sustainability... Read More →

Lori Frohock

M.A. CCC-SLP

Lori Frohock M.A. CCC-SLP is a Speech and Language Pathologist servicing preschool students in the public schools. She has over 20 years experience providing speech and language services to the preschool population.

Arianne Stephens

Arianne Stephens is an ECSE teacher with Lake Orion Community Schools. Arianne has taught preschool for ten with five years in the Early Childhood Special Education Classroom.

Friday November 8, 2024 9:45am - 11:00am EST

Literacy

9:45am EST

Looking to the True Experts in AAC to Enhance Professional Learning and Student Growth

Friday November 8, 2024 9:45am - 11:00am EST

Providing professional development and community engagement opportunities related to AAC centered around real-life experiences and neurodiversity affirming practices in the school setting fosters engagement, belonging, and inclusion. This presentation is created to provide ideas for building capacity, challenging limiting beliefs, and creating meaningful relationships by collaborating with AAC users to share real-life AAC experiences with staff, students, and families with a goal to increase communication partner competency and capability. This presentation will discuss incorporating AAC user perspectives when developing evidenced-based professional development opportunities for professional and paraprofessional staff. We will discuss the impact we’ve seen, shifting the perspective of “Speech-Language Pathologist as the expert on AAC” to acknowledging that the true experts are AAC users themselves. Mateo Moreno, an AAC user since the age of 4, in collaboration with Bre Hof and Jordan Murray, school-based speech-language pathologists and AAC consultants, will discuss the why. Mateo will share his perspective on why AAC users should play a big role in the conversations. As the only AAC user growing up in his school district, he knows how important it is for learners to meet mentors and for peers to learn how to communicate with their friends who just happen to talk differently. His presentations serve as a springboard and help make the professional advice stick. Plus, educators see what’s possible when the entire team works together to support emergent AAC users. Bre and Jordan will outline the impact collaboration with Mateo has made on staff mindsets and the data we’ve seen as part of an ongoing journey to build an AAC community that supports each other in our rural setting.

Presenters

Breanna Hof

Speech Language Pathologist, Gratiot-Isabella RESD

Bre Hof is a school-based speech language pathologist and AAC consultant for the Gratiot Isabella RESD here in Mid-Michigan. Her special interests in the field include AAC assessment, inclusion, literacy access for all, and child-led play based therapy. While not working, Bre enjoys... Read More →

Jordan Murray

AAC Consultant, Gratiot-Isabella RESD

Jordan Murray is an Augmentative and Alternative Communication (AAC) consultant with Gratiot-Isabella RESD. Most of her experience includes working with students who have complex communication needs in the school setting. Her experience includes evaluations, therapy, family coaching... Read More →

Mateo Moreno

Friday November 8, 2024 9:45am - 11:00am EST

Mindset

9:45am EST

In a Story: Finding and Creating Resources to Use for Storybook Instruction through a Comprehensive Literacy for All Framework

Friday November 8, 2024 9:45am - 11:00am EST

Room 103

Want beautiful, engaging, and evidence based materials that go with your favorite picture books to support comprehensive literacy instruction but don’t have time to make them? LessonPix has got time-crunched educators, parents and therapists covered with their In a Story resources. In a Story has ready-made resources aligned with the principles of Comprehensive Literacy for All: Teaching Students with Significant Disabilities to Read and Write (Erickson and Koppenhaver, 2020) for over 70 beloved children’s picture books. The session will detail how to use these resources as a part of comprehensive literacy instruction. All participants will be given a 2 month free trial for LessonPix so that they can explore, download and make their very own instructional materials. Participants will have the opportunity to make a custom resource during the session.
Presenter: Beth Poss
Vendor: LessonPix

Vendors

LessonPix

Friday November 8, 2024 9:45am - 11:00am EST
Room 103

Vendor Presentation

11:00am EST

Lunch Break & Vendor Fair

Friday November 8, 2024 11:00am - 12:00pm EST

meal

12:15pm EST

Evaluating and Sharing Books for Disability Understanding and Advocacy

Friday November 8, 2024 12:15pm - 1:30pm EST

The library and education worlds talk about the importance of books as doors, windows, and mirrors for kids to see themselves as leaders and heroes, as well as kids with different lived experiences. But when fewer than 4% of kids books published every year feature a disabled character, and fewer than that are authentic representation, how can we best help our kids see themselves in the wider world and develop pride in themselves? Or for their peers to understand disability as a valid and important aspect of diversity? Children’s librarian Shelley Harris is back to dive deeper on how libraries can support disabled kids and their families. We will evaluate books featuring disabled characters and discuss how to use them with disabled kids and their peers to build understanding and advocacy skills. Bring your list of favorites (and/or ones to avoid!) to share and discuss.

Presenters

Shelley Harris

BS Speech and Hearing, MLIS

Shelley Harris, MLIS, is a children’s librarian in Oak Park, IL with a passion for early literacy, serving and celebrating the disability community, and exploring technology. She has a younger brother with a rare genetic syndrome who has used AAC for almost 30 years, which inspired... Read More →

Friday November 8, 2024 12:15pm - 1:30pm EST

Literacy

12:15pm EST

We’re Going on an Adventure: Creating Multi-sensory and Inclusive Storybook Walks

Friday November 8, 2024 12:15pm - 1:30pm EST

Centennial

Presenters

Danielle Cotton

Friday November 8, 2024 12:15pm - 1:30pm EST
Centennial

Literacy

12:15pm EST

AdvocAACy

Friday November 8, 2024 12:15pm - 1:30pm EST

First written in 1995, revised in 2016, the Communication Bill of Rights is an important document created by the National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC), that outlines 15 fundamental rights for all communicators. While many professionals who support complex communicators, are familiar with these rights, how many AAC communicators are aware of the rights afforded them along with the teams making decisions that impact them? How do we empower AAC users to self-advocate and AAC professionals to advocate for those who use AAC?
Let’s take the Communication Bill of Rights off the wall and put it into practice.
Initial results for those who use AAC were increased:

Participation in social settings
Engagement in the classroom
Asking more questions to gain information
Frequency and use of a variety of communicative functions
Opportunities to develop meaningful skills and
Happiness, joy, and connectedness.

Professionals who support those who may benefit from AAC carry the power to influence others. We will discuss the many ways they can create change within their spheres of influence. Participants will be encouraged to identify their advocacy style and explore practical and promising ideas to use as they better the experience of the communicators they support.

Presenters

Deidre Dobbels

M.S. CCC-SLP/L

Deidre Dobbels is a Clinical Assistant Professor and Speech Language Pathologist at Northern Illinois University where she guides Graduate Students through clinical experiences with clients who have Complex Communication Needs and use AAC. Prior to her appointment at NIU, Deidre... Read More →

Friday November 8, 2024 12:15pm - 1:30pm EST

Mindset

12:15pm EST

Stepping Into AAC: Exploring Paths to Use Training Resources to Build AAC Experience

Friday November 8, 2024 12:15pm - 1:30pm EST

This session will introduce several ways participants can use free resources to support AAC users, families, and educational teams. Tabi and Rachael will share an overview of the “Stepping Into AAC” materials, including hands-on activities, videos, and newsletters. These materials are available to the public at no charge, offering a time-saving resource to build early understanding of AAC principles. Examples will include:

Applying these resources to early intervention services
Using materials in educational settings, including staff training
Building parent/family support groups for encouragement and accountability
Supporting outpatient settings or other therapy teams

The unique challenges of each service delivery setting will be discussed, along with options for overcoming barriers to effective AAC use. Join us for an exploration of this rich and dynamic resource that you can start using in your setting immediately.
Outcomes:
1. Describe the three tiers of Stepping Into AAC training materials.
2. Explain how to access the Stepping Into AAC online, print, and video resources.
3. Discuss how to utilize these materials in early intervention, schools, and clinical settings.

Presenters

Tabi Jones-Wohleber

MS, CCC-SLP

Rachael Langley

Friday November 8, 2024 12:15pm - 1:30pm EST

Special Interest

12:15pm EST

The Fifth Competency: Supporting Emotional Competency in AAC

Friday November 8, 2024 12:15pm - 1:30pm EST

Room 103

We often talk about the various competencies we should support in AAC. Many are aware of linguistic, operational, social, and strategic competencies (Light, 1989). A fifth competence, emotional competence, was proposed by Blackstone and Wilkins in 2009. While social and emotional competency is often supported and developed with speaking children, it is less likely to be thoroughly supported with persons who use AAC (Blackstone and Wilkins, 2009).

Emotional competency includes an awareness and understanding of emotions. This competency includes empathy, coping, self-regulation, societal norms, sensory regulation, expression of feelings, and cause and effect of actions. Blackstone and Wilkins claim “Emotional competencies are intricately related to pragmatics, social communication, and communication with one’s self” (2009). This would suggest communication is the crux of healthy emotional development.

The importance of emotional competency within AAC is further highlighted when we consider the mental health statistics of those with communication disorders. The National Alliance on Mental Illness notes that in 2020, 21% of US adults and 16.5% of US youth aged 6-17 have experienced mental health issues (NAMI.org, 2022). Recent research indicates that the rate of mental health issues is much higher among those with complex communication needs (Watson, Reghavendra, & Crocker, 2021). Therefore, people using AAC should have access to and understand how and when to use language to discuss their mental health and wellness thus developing their emotional competency.

Grid 3 communication software offers access to mental health, wellness, and socially connective vocabulary and strategies. We will tour vocabulary and grid sets available and highlight emotional competency tools that have been specifically oriented within the software to more fully allow the AAC user opportunities to discuss and tend to their emotional competency. We will discuss how similar tools could be integrated into other software.

In this presentation, we work to summarize and explore vocabulary, tools, and best practices in increasing an AAC user’s advocacy and emotional competence. We examine the research and pitfalls for those who support AAC users while highlighting the importance of this critical competency that tends to be the missing piece. We delve into moving beyond labeling emotions, to discussing emotional situations, talking about others’ emotions, developing an inner voice, and supporting advocacy and self-regulation skills.
Presenter: Abigail Warner, MA, CCC-SLP
Vendor: Talk to Me Technologies and Smartbox

Vendors

Talk To Me Technologies & Smartbox AT

Friday November 8, 2024 12:15pm - 1:30pm EST
Room 103

Vendor Presentation

1:30pm EST

Snack Break

Friday November 8, 2024 1:30pm - 1:45pm EST

meal

1:45pm EST

Closing Keynote: "AAC Growing Pains"

Friday November 8, 2024 1:45pm - 2:30pm EST

In this session, I will discuss my lived experience growing up with cerebral palsy and learning disabilities, including dyslexia and dyscalculia. This presentation has a triumphant note where the underdog overcomes ableism and discrimination during my High School years. I will explain having deep depression when I felt no one believed in me anymore. I will describe rising from the ashes of ableism and misdiagnosis of an intellectual disability based on a standardized test, to graduating Cum Laude from Whitewater University. I will also describe my journey of accepting my augmentative and alternative communication device as my voice. I will also talk about my other primary form of communication and my journey to become a professional artist with the encouragement and support of my art professors. I will discuss how I do my art-making and describe my creative process while making the art installment, My Augmented and Alternative Voice. I will explain how my father invented my adaptive tools for art-making. I will discuss being the first AAC user to participate fully in the Wisconsin LEND program. I will share my joy of discovering a secret skill of mentoring children with communication devices. I will close on getting hired as a peer mentor at WI LEND and becoming a University of Wisconsin, Madison employee. The audience will learn from the experience of a successful AAC user and gain insights into having Cerebral Palsy with learning disabilities, including dyslexia and dyscalculia. They will leave with understanding about the impact of standardized testing on the conversation surrounding disability rights. They will learn more about alternative forms of communication including AAC and art, which can open up the world for anyone struggling to express who they are.

Presenters

Anastasia Wilson

I am a Cum Laude graduate from the University of Whitewater with a Bachelor's in Fine Art and a minor in English. I am a Wisconsin artist. I'm staff in LEND, a grad-level program that trains professionals to improve their services to children with disabilities in their field.

Friday November 8, 2024 1:45pm - 2:30pm EST

All Attendees

2:30pm EST

Closing Comments & Door Prize Drawings

Friday November 8, 2024 2:30pm - 2:45pm EST

TBA

Friday November 8, 2024 2:30pm - 2:45pm EST
TBA

All Attendees

3:00pm EST

ON-DEMAND ASYNCHRONOUS Content 4 Sessions available at 4:00 pm EST. Click on individual sessions to view.

Friday November 8, 2024 3:00pm - 3:00pm EST

ON-DEMAND Content - A new, separate asynchronous learning option has been added this year with FOUR (4) ON-DEMAND 75-minute, pre-recorded sessions. BONUS: All IN-PERSON attendees will also receive access to this recorded content included with their 2-day conference registration! The ON-DEMAND sessions will be accessed through the Sched registration portal. Recordings will be available beginning at the end of the conference on November 8, 2024 through December 31, 2024. There will be NO live-streaming of sessions in 2024. Click on individual ON-Demand sessions in SCHED to access links for viewing at your leisure before December 31, 2024.

Friday November 8, 2024 3:00pm - 3:00pm EST

On-Demand Asynchronous

4:00pm EST

ON DEMAND thru 12/31/2024: Linguistic & Cultural Considerations for AAC Implementation

Friday November 8, 2024 4:00pm - 5:15pm EST

ON DEMAND ASYNCHRONOUS

Presenters: Melissa Tapia, MS, CCC-SLP and Maria De Leon, MS, CCC-SLP
Understanding an individual's culture benefits language acquisition and other cognitive skills (Restrepo, Morgan, & Thompson, 2013; Soto & Yu, 2014; Gay, 2002). Realistically, most SLPs will not know all of their clients' languages and cultures on their caseload. However, as clinical providers, we can choose therapy approaches and tools appropriate for our multilingual AAC users. Language learning outcomes have less to do with the number of languages an individual learns. Instead, it is about the conditions under which language is learned; this includes the level of support for bilingualism/multilingualism in all environments, the quality of exposure to multiple languages, and the types of measures used to monitor language growth (Soto & Yu, 2014). The support for bilingualism in AAC is best practice and, more importantly, essential to equitable communication access for people with complex communication needs (CCN) (Mcnamara, 2018). It has been shown that forced monolingualism may lead to poor communication between the AAC user, their families, and their community. It can impede learning opportunities and socialization that arises from family, community, and cultural exchanges (Kremer-Sadlik, 2005; Peña, 2016). Therefore, this session describes current issues, myths, and considerations for culturally affirming AAC service provision. We will highlight resources that are readily available through reputable AAC sources. It will consider evidence-based practices for Spanish-bilingual AAC intervention and describe Latinx cultural perspectives. This session will outline AAC intervention tools for supporting Spanish-bilingual communicators and their families. Participants will be able to reflect on their current service delivery of AAC and add appropriate tools to enhance their execution of culturally affirming practices.

Presenters

Maria De Leon

M.S., CCC-SLP

Maria De Leon is a bicultural and bilingual Speech-Language Pathologist (SLP) who specializes in Augmentative Alternative Communication (AAC). She earned her Bachelor’s degree in Sociology from the University of California Los Angeles (UCLA) and her Master’s degree in Speech-Language... Read More →

Melissa Tapia

MS, CCC-SLP, Hablame Speech Therapy

Melissa Tapia is a bicultural/bilingual Spanish certified speech-language pathologist in the state of Illinois. She attended Illinois State University for both her undergraduate and graduate studies where she majored in Communication Sciences and Disorders and Spanish Language, Literature... Read More →

Friday November 8, 2024 4:00pm - 5:15pm EST
ON DEMAND ASYNCHRONOUS

On-Demand Asynchronous

4:00pm EST

ON DEMAND thru 12/31/2024: See Your Way to Robust AAC for Children with CVI

Friday November 8, 2024 4:00pm - 5:15pm EST

ON DEMAND ASYNCHRONOUS

Presenter: Amanda Soper
All non-speaking students deserve access to a robust augmentative alternative communication device. By its definition, robust refers to a system with hundreds, if not thousands, of words, flexibility in word forms (e.g., plural “s,” tense endings), access to the alphabet (i.e., a keyboard), and a thoughtful organization/ structure that supports growth and motor plans. The field of speech-language pathology has made strides in “presuming competence” and removing barriers such as “prerequisites for AAC” for many students. However, for students with vision impairments, particularly brain-based vision impairments such as Cerebral Vision Impairment (CVI), many barriers exist due to misconceptions and well-intentioned but misguided recommendations.

Every individual with CVI has a unique visual profile. Understanding how visual behaviors and characteristics affect learning will help speech language pathologists (SLPs) better support their students who use AAC. There are many buzzwords in the field about CVI but many don’t truly help SLPs and educators understand how CVI is impacting their particular student(s). It is essential that they understand how the location, extent, and timing of the brain-based vision impairment helps us understand an individual’s CVI and how we can better support them.

In addition, it is imperative that everyone understand that the purpose of AAC is to provide individuals with a way to communicate using language. Current buzzwords surrounding CVI have seemingly reinstated a visual symbol hierarchy for children with CVI. Romski and Sevcik (2005) referred to the visual representation hierarchy as a myth that has limited individual's access to AAC. It is essential that SLPs understand that to support linguistic competence, students do not need to master steps on a visual hierarchy before accessing abstract symbols on an AAC device. Instead, specific intervention strategies can be used to support language learning with a robust vocabulary on an AAC device.

This presentation will focus on building a common language that SLPs and other educators can use to discuss their students’ visual behaviors and how they may impact language learning and AAC use. This session aims to provide SLPs with language they can use to help others understand how expressive language learning with AAC works, why abstract symbols are a necessary component of AAC systems, and why it is imperative that students with CVI are provided with access to a robust AAC system.

Presenters

Amanda Soper

SLP & TCVI, AACreATively Communicating

Amanda Soper (she/her) is a speech-language pathologist (SLP) and teacher of the visually impaired (TVI) based in Washington, DC. Amanda owns a private practice, AACreATively Communicating and recently co-founded a nonprofit organization, The Infinite Learning Foundation, where she... Read More →

Friday November 8, 2024 4:00pm - 5:15pm EST
ON DEMAND ASYNCHRONOUS

On-Demand Asynchronous

4:00pm EST

ON DEMAND thru 12/31/2024: Student-Centered Coaching: Targeting Agency in AAC as Endgame

Friday November 8, 2024 4:00pm - 5:15pm EST

ON DEMAND ASYNCHRONOUS

Presenter: Jaimie Fons, M.S., CCC-SLP

Unlock the potential of student-centered coaching to foster agency in students using augmentative and alternative communication (AAC). In this 75-minute session, we will explore how student-centered coaching provides the game plan for teams working on robust AAC implementation, both in schools and beyond. We will employ practical strategies to keep the game in motion—prioritizing student learning, building rapport and collaboration among team members, and using data to guide students toward their endgame: taking charge of their communication journey. As with Michigan’s Essential Coaching Practices for Literacy, you’ll learn how to craft individualized coaching cycles that meet the diverse needs of the students through the use of guiding principles, best practices, and strong partnerships. Join us to sharpen your coaching skills and create more inclusive, learner-driven environments where every learner finds their voice and thrives!

Presenters

Jaimie Fons

AT Consultant, Macomb ISD

Jaimie Fons began her professional career as a speech-language pathologist (SLP) working in a collaborative outpatient clinic with children, teens, and their families to meet their goals for communication. She then worked in center-based programs for 12 years, partnering with educators... Read More →

Friday November 8, 2024 4:00pm - 5:15pm EST
ON DEMAND ASYNCHRONOUS

On-Demand Asynchronous

4:00pm EST

ON DEMAND thru 12/31/2024: Ten Ideas for Your AAC Toolbelt: featuring the #TalkingAAC Team

Friday November 8, 2024 4:00pm - 5:15pm EST

ON DEMAND ASYNCHRONOUS

Presenters: #Talking AAC SLP Board Members
Ten talented speech-language pathologists share their innovative strategies and engaging ideas for working with students who use AAC. As each professional brings a unique perspective and experience, this session will offer a diverse range of practical tools, strategies, and insights that you can immediately apply in your practice. Whether you’re looking to enrich your therapy sessions, boost student engagement, or discover fresh ideas for AAC implementation, this session provides a treasure trove of actionable advice and inspiration. Don’t miss this opportunity to elevate your skills and transform your AAC therapy sessions! Watch any time before January 1, 2025 and start making a meaningful impact today.

Friday November 8, 2024 4:00pm - 5:15pm EST
ON DEMAND ASYNCHRONOUS

On-Demand Asynchronous

#TalkingAAC 2024

From $60.00