#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

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

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

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

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

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

#TalkingAAC 2024

From $60.00