$49.00 USD

93% rating - reviews

0.25  ASHA CEUs

Functional AAC Assessment And Intervention Strategies For Individuals With Severe Disabilities In Schools And Other Settings #e191


Presenter: Stephen Calculator, PhD, CCC-SLP

Learn AAC assessment and intervention strategies for individuals with severe disabilities.


"I love that this course specifically addresses use and assessment of AAC for students with severe/multiple disabilities in the school setting."

– M.U., prior course participant

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. Reviewed will be limitations of standardized testing and viable alternatives consistent with the principles of authentic assessment.

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.

Course is offered for 0.25 ASHA CEUs – 2.5 Contact Hours.

Course Overview – Run Time: 2:41:55

  1. AAC applications for individuals with severe disabilities.
  2. Working definition of severe disabilities.
  3. Reasons for most effective methods of communication.
  4. Issues related to problems of generalization.
  5. Bridging to assessment implications.
  6. Communication Needs Model and related assessment procedures.
  7. Using functional assessment procedures to drive intervention.
  8. Framing functional assessment procedures relative to principles of authentic assessment.
  9. Considerations/reservations related to use of standardized tests.
  10. Examples of alternative measures.
  11. Tie back to participation model of AAC.
  12. Bridging to Intervention.
  13. Variables to consider when selecting targets of intervention.
  14. Considerations in selecting and prioritizing communication goals.
  15. Use of a matrix tool to foster integrated models of service delivery and measurement of functional outcomes.
  16. Need to shift to collaborative consultative models of service delivery.
  17. Ultimate goal of AAC programs.
  18. Documenting success outcomes.
  19. Final take-away messages.
"This course is extremely relevant to students that I work with, and the information is critical for student success.  Overall, this course was excellent. I am very grateful for the opportunity to participate in this course. Thank you to the speaker for sharing this invaluable information and sharing your insights."

– L.W., prior course participant

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. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Reviews

"I liked all of the course."  T.G. (Sept. 2022)

"I like the amount of content covered and issues addressed."  J.S. (Sept. 2022)

"I would recommend this course."  A.A. (Aug. 2022)

"The examples of working with other team members were helpful and addressing peers for motivation." S.V. (July 2022)

"Professor Calculator is a joy to listen to and learn from. He is easy to follow and understand. The entire review of ecological assessment, peer supports, person centered planning, and other topics will enhance my ability to recommend and design treatment that is the most far reaching and meaningful for clients and their families." D.B. (June 2022)

"I liked everything about this course. Incredible knowledge and practice of the presenter." E.G. (June 2022)

"Clear presentation of valuable material. Good reminders for AAC goal development." N.F. (June 2022)

"I liked the goals creation and integration of AAC. And that I was able to take it in a self-determined time." K.A. (May 2022)

"The presenter was very knowledgeable. I liked the idea of use of natural supports to encourage and reinforce communication efforts. I also found the Matrix Procedure very interesting and useful. Learning about integrating AAC throughout the day and having the SLP consult regarding recognizing and facilitating natural communications for persons using AAC." S.C. (Mar. 2022)

"Informative for breaking tasks down into more than just requesting. I like how he teaches the SLP to include all professionals when setting up goals/objectives for various tasks on the device." D.B. (Mar. 2022)

"The presenter provided thorough and concise information covering a wide range of instruction. I liked the use of discrepancy analysis for goals, use of natural supports, and integrated objectives." E.M. (Feb. 2022)

"The matrix was helpful with generalization of device use, and I liked the emphasis on presuming competence." C.N. (Jan. 2022)

"I liked the non-standardized assessment for AAC users, and the real-life examples." A.B. (Jan. 2022)

"Spoke to pros and cons of AAC use and implementation." T.K. (Oct. 2021)

“The slides provided helpful information for me to look back on later when I have students using AAC.”  S.Z. (Oct. 2021)

“This course is extremely relevant to students that I work with, and the information is critical for student success. Overall, this course was excellent. I am very grateful for the opportunity to participate in this course. Thank you to the speaker for sharing this invaluable information and sharing your insights.”  L.W. (Oct. 2021)

“The presenter has dedicated many years to the research presented. He also provided relevant stories about observations he has made.” L.D. (Sep. 2021)

"I liked the ideas for intervention that are more informative and appropriate for complex communicators." S.V. (Aug. 2021)

"The validation of the collaborative model of service delivery was beneficial. I liked the discussion of generalizing skills (not just communication skills) over several different experiences." A.I. (Aug. 2021)

“I appreciate the idea of going beyond the wants and needs, while also placing importance on the parent's goals for the child. I find incorporating all disciplines in cooperative goal planning is essential.” A.S. (Jul. 2021)

"Learning about some new buzz words including least dangerous assumption, skill cluster, discipline free, self-determination and criterion of ultimate functioning. I appreciated some new research information as well to share with parents." J.B. (Jun. 2021)

“Discussion of integrated goals with increased collaboration between disciplines, and the use of multiple communication modes at one time was helpful. It was an easy format to watch on-demand, I appreciate the ability to start/stop as needed with the inclusion of slides/handout.” L.M. (Jun. 2021)

"Excellent course! It's too hard to pick just one beneficial discussion! Looking at HOW to assess in different ways, writing goals, and how to provide therapy/consultation - all beneficial discussions. The examples used were helpful - overall this course was excellent and very informative!" K.T. (May 2021)

"All of it was beneficial! This course really opened my eyes to the number of considerations that one must take in order to select the most appropriate AAC device." L.B. (Apr. 2021)

“This is a thoughtful presentation with real life examples.” B.F. (Mar. 2021)

"I appreciated the focus on implementation of communication goals throughout the day with a practical method for collecting data across settings. I liked the comprehensive content and availability of printable materials." A.R. (Mar. 2021)

"It was helpful to get examples of how to incorporate AAC throughout a student's day. Also how to view goals that can be targeted throughout the day. It was very comprehensive from assessment to treatment." T.K. (Feb. 2021)

"Very positive and theoretical approach, and with many real-situation examples." J.M. (Feb. 2021)

"It was helpful in thinking about developing objectives for children with severe impairments. The pace was great." M.S. (Feb. 2021)

"The presenter was factual, clear, and applied information to real-life scenarios. I enjoyed the use of the integrated model and use of the matrix." S.G. (Jan. 2021)

“The discussion on specific ways to collaborate with other team members to provide an integrated approach to services/goals was helpful.”  E.K. (Jan. 2021)

“I love that it specifically addresses use and assessment of AAC for students with severe/multiple disabilities in the school setting.”  M.U. (Dec. 2020)

“I really appreciated the "big picture" approach, in which life goals for the individual are the driving force behind his/her goals and objectives.” I.D. (Nov. 2020)

“I have worked as a speech/language pathologist for the past 16 years, serving individuals with intellectual disabilities, developmental disabilities, and Autism. I have experience with PECS, obtaining and maintaining low-tech to high-tech SGDs, and various total communication methods, including picture communication. I have also worked with a variety of functioning levels in the school setting, vocational settings, and residential settings. But sadly, I have yet to figure out how to successfully integrate SGDs and picture communication into the daily lives of the individuals that I have served. This course gave me some helpful insight into how I might help solve this problem.” A.H. (Aug. 2020)

Course Objectives

  1. List special considerations associated with conducting functional AAC assessments and subsequent interventions involving individuals of all ages with severe disabilities.
  2. List 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. Describe 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

asha ce approved provider

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 our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.

However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.

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 currently not accepted for online orders, if you wish to submit a purchase order please do so at info@northernspeech.com or fax to 888-696-9655.

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 device, 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. Please note that courses offered for university students are not applicable for CEUs.

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 would 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. Most courses include closed captioning.

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. 

Special Needs:

Please click here for any special needs requests, and we will do our best to accommodate them. 

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