Functional AAC Assessment And Intervention Strategies For Individuals With Severe Disabilities In Schools And Other Settings

#e191

0.25 ASHA CEUs

$44.00

$35.00


Compatibility
Course Type

Description

This online course highlights functional AAC assessment and intervention strategies that have been found to be highly useful in fostering communication, educational, and related skills in individuals with severe disabilities, including those described as beginning communicators. Limitations of standardized testing and viable alternatives consistent with the principles of authentic assessment will be reviewed.  Emphasis will be placed on the use of integrated models of service delivery and ecologically valid, evidence-based procedures such as natural supports, embedded goals, discipline-free objectives, skill clusters, and discrepancy analysis.  Considerations guiding program content, including the setting of goals, will be explored. A simple, ecologically valid planning tool that pulls all this together will be illustrated. Overarching themes of the presentation will be participation, membership and inclusion. Offered for 0.25 ASHA CEUs – 2.5 contact hours.

Course Run Time: 2:41:55

Course Overview:

  • Functional AAC Assessment And Intervention Strategies
  1. AAC applications for individuals with severe disabilities
    • Augmentative
    • Alternative
  2. Working definition of severe disabilities
    • Special AAC and related considerations - unique features related to 3 modes of communication (vocal, gestural and graphic)
  3. Reasons for most effective methods of communication
  4. Issues related to problems of generalization
    • Isolated v. integrated services
    • Teaching methods
    • Least Dangerous Assumption (presumed competence) - Research documenting AAC skills exceeding expectations
  5. Bridging to assessment implications
    • Need for functional orientations
    • Useful models of AAC - Communication Needs Model & Participation Model
  6. More on Communication Needs Model and related assessment procedures
    • Ecological inventories
    • Discrepancy analysis and subsequent targets of intervention
    • Skill Clusters
  7. Using functional assessment procedures to drive intervention
    • Discipline Specific and Discipline Free goals
    • Integrated objectives
    • Natural supports
    • Self-determination
    • Goals illustrating the above concepts and principles
    • Criterion of Ultimate Functioning
  8. Framing functional assessment procedures relative to principles of authentic assessment
  9. Considerations/reservations related to use of standardized tests
    • Issues pertaining to validity and use in subsequent interventions
  10. Examples of alternative measures
    • Skill retention and regression
    • Feature matching
  11. Tie back to participation model of AAC
  12. Bridging to Intervention (Elaborating on previous content with additional suggestions) - Variables to consider when selecting targets of intervention
    • Opportunities to use and practice
    • Value to individuals and others
    • Acceptability (and corresponding research)
    • Factors related to AAC acceptance, rejection, and abandonment
    • Present and future needs
    • Role in fostering language acquisition
    • Ease of acquisition
    • Enhanced status
    • Functionality across settings
    • Required as an adult
  13. Principles and considerations in selecting and prioritizing communication goals
    • Dreams and nightmares
    • Person-centered planning
    • Range of communication needs
    • Ease of acquisition
    • Portability
    • Comprehensibility
    • Speed
    • Availability of supports
    • Places, places, places - tie to least restrictive environment
    • Friendship as an educational goal - circle of friends procedure
  14. Use of a matrix tool to foster integrated models of service delivery and measurement of functional outcomes
    • Integration of AAC into the matrix
  15. Need to shift to collaborative consultative models of service delivery
    • Strategies for managing time constraints
  16. Ultimate goal of AAC programs
  17. Documenting success outcomes
  18. Final take-away messages
The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format

Video PowerPoint presentation with author narration & downloadable handout.

Course Objectives

  1. List special considerations associated with conducting functional AAC assessments and subsequent interventions involving individuals of all ages with severe disabilities.
  2. State a variety of ecologically valid AAC assessment procedures that reflect principles of authentic assessment.
  3. Describe how to link AAC assessment procedures to curriculum planning, with an emphasis on functional skills that foster self-determination.
  4. Describe how to tie AAC intervention procedures to overarching themes of interaction, participation and inclusion.
  5. State how to use a matrix procedure to integrate communication and other related skills into the broader curriculum.

Presenter & Disclosures


Dr. Stephen Calculator, PhD, CCC-SLP, is an Emeritus Professor in the Department of Communication Sciences and Disorders at the University of New Hampshire as well as a communication/educational consultant in private practice in Dover, NH.   Since earning his doctorate in Communicative Disorders from the University of Wisconsin-Madison in 1980, Stephen has published and lectured extensively in the areas of augmentative and alternative communication (AAC) and inclusive services for individuals with severe disabilities, drawing upon his ongoing experiences as a consultant to numerous schools and other agencies in the USA and beyond. He has authored and edited four books and more than 50 other publication and has presented his work at well over 100 national and international conferences. His greatest contributions have been devoted to enhancing our understanding of the role communication and assistive technology can play in fostering the participation of individuals with severe disabilities in their communities.

Speaker Disclosures:

Financial — Stephen Calculator is a presenter of online CE courses offered by Northern Speech Services; receives royalty payments.

NonfinancialStephen Calculator has no relevant nonfinancial disclosures.

Intended Audience/Accreditation

This program is offered for 0.25 ASHA CEUs (Intermediate Level; Professional Area).

Intended Audience

  • SLP

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.

ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a masters or doctoral program in SLP or audiology

If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.

Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.

Additional accrediting agencies by which Northern Speech is an approved CE provider:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education. Provider #1654.

Frequently Asked Questions

Customer Support: Please phone 888.337.3866 or email info@northernspeech.com.

Course Completion Timeframe: You have unlimited time to complete this online course. You may log off and log on as you wish in order to complete all sections of this course.

Content Access: Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.

Certificate of Completion: On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.

ASHA CE Registry Submission: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

Purchase Orders: Purchase orders are NOT accepted when registering for online courses. Payment must be made online in the form of a credit or debit card payment.

What is an Online Course? Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any computer, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%) a printable certificate of completion is presented to you.

Receiving CEUs: Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online.

Registering for an online course: You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.

Accessing your purchased course or returning to a purchased course: You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you’d like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.

Testing requirements: Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.

Number of CEUs offered: We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.

State licensing boards and online CEUs: NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.

Course formats: Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page.

Course handouts: Most of our online courses provide a link to download the accompanying handout as a PDF file. 

Group discounts: Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.

Computer requirements: For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.

Course Cancellation Policy: A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded. 

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Reviews

"I appreciated the discussion on creating discipline free goals with integrated objectives and the use of natural supports." – K.W. (Aug. 2019)

"One of the best courses I've taken on AAC." – C.K. (July 2019)

"The instructor was clear and gave examples of concepts. Going over the importance of asking parents about their dreams and nightmares and using natural environments and supports to improve communication." – A.L. (July 2019)

"The presenter did an excellent job walking through the information, having a handout with slides, and providing examples of specific ways to implement the models he discussed. The ways to provide authentic assessment along with a way to manage the time to work with implementing natural supports are both beneficial topics." – T.S. (June 2019)

"I appreciated the Integrative service model of delivery and the Presumed Competence Communication Needs Model. I liked that the presenter gave real-life examples. However, I expected the presenter to go more in-depth on the Enhanced Natural Gestures." – V.K. (May 2019)

"The matrix was a very relevant piece of information that could be included in my daily practice." – M.K. (May 2019)

"I liked the systematic way that the information was presented. Good use of examples. Good discussion of alternative service delivery model with research basis. The information was presented in a way that I can share it effectively with others. I believe I will change what I do based on the information learned from this course." – L.G. (May 2019)

"I enjoyed the ideas about collaboration and addressing AAC goals across environments." – O.W. (Apr. 2019)

"The matrix for taking data is something I will start implementing immediately. I have been looking for a way to do this more efficiently, and I'm excited to try it out. I appreciated all of the application to real situations within the course. The information and ideas were presented, and then I got to see how they are practically applied. This was very beneficial for me to retain what I learned." – M.S. (Feb. 2019)

"Lots of good examples of goals and corresponding objectives that emphasized participation and inclusive for students using AAC." – H.L. (Jan. 2019)

"I appreciated the discussion on how to introduce AAC to the teachers and aides that work with our students on a daily basis. I like that the course reinforced what I am already doing and gave research-based information that backs these models." – J.M. (Jan. 2019)

"The recommendation to consider the multi-disciplinary approach, as well as discipline free goals and programming,  were most beneficial. The course was well organized and interesting." – J.W. (Dec. 2018)

"Excellent course. It covered more topics than I originally anticipated. I especially enjoyed the discussion on the criteria for determining the appropriate device." – C.L. (Nov. 2018)

"I liked the ideas for how to include goals in daily activities. The ideas were practical and could be presented to IEP Team. More focus on elementary age students would also have been helpful." – K.N. (Sept. 2018)

"I chose this course as a "refresher" as I am planning to become involved with AAC service delivery in schools again, after a number of years of not having worked in the environment of schools. The content was an excellent review and built on what I had learned previously. All aspects of assessment and intervention discussion were helpful. In addition to theory, practical examples were provided." – J.H.W. (July 2018)

"The descriptions of ultimate functioning value were most beneficial. I liked the inclusion of many important tenets presented in a logical manner with real-world descriptions." – S.S. (Apr. 2018)

"As a preschool evaluation practitioner, the sections on assessment and goal-setting were most helpful. I also am so interested in using skill clusters as a framework for setting goals and making more specific objectives that involve multiple goal areas. The content of this course was excellent." – H.D. (Mar. 2018)

"I appreciated the discussion on working to incorporate device goals into more daily living activities to increase the functionality of therapy. This course had good basic information about AAC, although I was expecting suggestions for private practice settings to be included as well." – D.F. (Mar. 2018)

"The comprehensive and functional AAC evaluation process was the best part for me." – A.C. (Mar. 2018)

"It was very thorough on assessment as well as best practice with individuals utilizing AAC." – A.T. (Mar. 2018)

"I really liked the circle of friends concept. This is something that I can use for my students with Autism since I do not currently have any students with AAC devices. I liked the helpful handouts and useful IEP goals as well." – S.F. (Mar. 2018)

"I appreciated discussing ways to involve other professionals in the AAC process and ways to create generalization. I like that the presenter fully explained every aspect of the presentation." – H.K. (Mar. 2018)

"Going over the different service delivery model than the traditional model was most beneficial. I like how the course went through assessment and intervention." – E.R. (Mar. 2018)

"The content of this course is extremely relevant and important for SLPs, interdisciplinary professionals and families of individuals who use AAC." – J.B. (Dec. 2017)