Aided Language: from Research to Practice – 60 minutes

“Aided language may be defined as the use of communication aides in face-to-face conversations.” (VonTetzchner, 2018). Various AAC (Augmentative & Alternative Communication) vendors & presenters talk about the use of Aided Language Stimulation, Modeling, Aided Input and other methods of introducing a language system to an individual with CCN (Complex Communication Needs). In this webinar we will provide the research background on Aided language, explain aspects and skills related to utilizing it in your practice, and give usable examples of its implementation into real life in school, community and home. Learn how to model because it is not as easy as it sounds. Aided Language: from Research to Practice handout

Kelly Fonner

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Kelly Fonner

MS

Kelly is a self-employed consultant and trainer in assistive and educational technology. She has a BS in Special Education from Millersville University & an MS in Educational Technology with emphasis in Rehabilitation/Special Education Technology from The Johns Hopkins University. Her continuing education & research is in the area of Adult Education & Urban Education at the University of Wisconsin – Milwaukee. She holds an Assistive Technology Applications Certificate of Learning from California State University - Northridge. Kelly has been a teacher, para-educator, instructional media specialist, assistive technology specialist in early education, school & university settings. She has worked for a statewide AT project & has been an instructor in university courses.

Since 1986 Kelly has presented at schools, conferences, & to families in 48 states and internationally (Australia, Canada, South Africa). She speaks on a wide-range of topics including augmentative communication, computer access, electronic literacy, study skills, AT assessment & implementation strategies. Each year, she works with approximately 50 school-based teams & families supporting students’ implementation of AAC & literacy implementation in the classroom. Kelly is also the relative to individuals with CP, Aspergers & acquired disabilities, which impacts her perspective on the field. She is available to do seminars, webinars, consultations & workshops.

Sharon Redmon

Sharon Redmon

M.S., Ad.Ed.~Assistive Technology; ATP

Sharon Redmon is a SpEd and GenEd teacher with over 20 years of experience. She holds a Masters of Science degree in Adaptive Education: Assistive Technology and an Assistive Technology Practitioner (ATP) license from RESNA. Sharon's passion for AT and especially AAC began with her first teaching job in WI where she became involved in WATI and continues today as a leader in the WI AAC Network created by an AAC Communicator. Sharon has been an AT specialist for a WI and WA school district, ECSE teacher (low incidence population), SPED/ABA/Autism coordinator/teacher, high school and kindergarten teacher and now ATP in private practice. Her classroom experience in WI, WA and overseas schools, has given her a unique perspective on how UDL, AT, and AAC intertwine. She is excited to be back in Washington State and working with individuals of all ages and abilities to access communication and their environment.

Beginner

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Go and Show Vocabulary Instruction -Active Core Vocab Techniques to Increase Student Engagement – 60 minutes

With a hands-on understanding of the challenges that arise in classrooms, presenters will offer a systematic and engaging approach to instruct emergent AAC users in vocabulary acquisition. Educators need to contextually build experiences with target core word instruction to grow receptive and expressive language. With respect to the fact that engagement stems from enjoyable experiences, presenters will outline steps to increase student participation by utilizing a concept called “Go and Show Vocabulary.” “Go and Show Vocabulary” is intended to be simple, strategic, meaningful, and fun. Participants will gain exposure to the implementation steps, data collection, and suggestions to utilize the process in a classroom setting to increase meaningful and practical AAC usage. Go and Show Vocabulary Instruction -Active Core Vocab Techniques to Increase Student Engagement Handout

Nicole Wingate

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Nicole Wingate

M.A. CCC-SLP

Nicole is a graduate of Ball State University with a bachelor's of science degree in speech-language pathology and audiology and a master's in speech-language pathology. She has worked in a school setting for 18 years. She is passionate about optimizing her students' communication abilities so that they may become competent communicators. Nicole has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, OCALICON and AAC in the Cloud. Nicole has had guest posts on the AAC Language Lab and PrAACtical AAC.

Angela Sheets

Angela Sheets

Interventions Teacher

Angela is a graduate of Ball State University with a bachelor's degree in special education. She has taught elementary intense interventions for 18 years. She is passionate about designing access for all students to meet their greatest potential. She is also a parent of a child who has cerebral palsy, who is an assistive tech user. Angela has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, and AAC in the Cloud. In addition, she has served two years on the ISTAR Content Review Panel and has had guest posts on the AAC Language Lab and PrAACtical AAC.

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Tell Me More – Descriptive Teaching Techniques and Tools – 60 minutes

“Tell Me More” will provide instructional tools to implement while developing teaching models for AAC users. Descriptive teaching poses inquiry phrasing that elicits responses that may be composed through use of core vocabulary but still challenges the academic content presented. Descriptive teaching helps teachers meet the demands of State standards/assessments while respecting the domain of AAC users. Tell Me More - Descriptive Teaching Techniques and Tools handout

Nicole Wingate

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Nicole Wingate

M.A. CCC-SLP

Nicole is a graduate of Ball State University with a bachelor's of science degree in speech-language pathology and audiology and a master's in speech-language pathology. She has worked in a school setting for 18 years. She is passionate about optimizing her students' communication abilities so that they may become competent communicators. Nicole has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, OCALICON and AAC in the Cloud. Nicole has had guest posts on the AAC Language Lab and PrAACtical AAC.

Angela Sheets

Angela Sheets

Interventions Teacher

Angela is a graduate of Ball State University with a bachelor's degree in special education. She has taught elementary intense interventions for 18 years. She is passionate about designing access for all students to meet their greatest potential. She is also a parent of a child who has cerebral palsy, who is an assistive tech user. Angela has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, and AAC in the Cloud. In addition, she has served two years on the ISTAR Content Review Panel and has had guest posts on the AAC Language Lab and PrAACtical AAC.

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Where to start? Examining the Language Organization of Communication Devices and Strategies to Support Their Use – 60 minutes

Where do we start? How do we teach speech generating devices (SGD) to individuals who have exceptional and complex communication needs? This webinar examines the language representation and organization on various SGDs. We will also focus on strategies for working with a wide range of device users: users with language skills at the cause effect level up to those using dynamic communication devices. Join us to discuss symbol representation, vocabulary sets, and use/implementation of various forms of Augmentative and Alternative Communication. Where to start - Examining the Language Organization of Communication Devices and Strategies to Support Their Use Handout

Megan Mussano

Megan Mussano

M.S. CCC-SLP/L, ATP

Megan Mussano M.S. CCC-SLP/L, ATP is a full time Assisstive Technology Coordinator for an Illinois K-12 school district. She has been an Assistive Technology specialist for 6 years with an additional 8 years of experience as a Speech Language Pathologist. She provides professional development at various conferences and is the instructor for an AT course at the University of Wisconsin-Milwaukee.

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Why is the Student Having Difficulty With Direct Access? – 60-minutes

Your student is using Direct Access to control a speech generating device, but is struggling. How do you determine if the issue is motor-based or something else? If the client is struggling due to motor skills, what can be done to optimize Direct Access and when are other access methods more appropriate? Why is the Student Having Difficulty With Direct Access? Handout

Michelle Lange

Michelle Lange

OTR/L, ABDA, ATP/SMS


Michelle is an occupational therapist with 30 years of experience and has been in private practice, Access to Independence, for over 10 years. She is a well-respected lecturer, both nationally and internationally and has authored numerous texts, chapters, and articles. She is the co-editor of Seating and Wheeled Mobility: a clinical resource guide, editor of Fundamentals in Assistive Technology, 4th ed., NRRTS Continuing Education Curriculum Coordinator and Clinical Editor of Directions magazine. Michelle is on the teaching faculty of RESNA. Michelle is a member of the Clinician Task Force. Michelle is a certified ATP, certified SMS and is a Senior Disability Analyst of the ABDA.

Intermediate

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All That and a Bag of Chips – 60-minutes

The purpose of this presentation is to simplify the multiple demands that are included in constructing a language rich classroom that meets the demands of the Indiana Content Connectors while complying with IEP goals and utilizing common curricular pieces. This presentation will leave participants with the necessary ingredients to return to their own classrooms and be equipped to serve up their own recipes that align standards, goals, and curriculum in an organized manner to make implementation easy breezy lemon squeezy! We will focus on practical ways to organize and implement the Indiana Content Connectors, IEP goals, AAC, and curricular pieces in an intense interventions setting. We will offer a step-by-step recipe, specifying key ingredients including Content Connectors and functional classroom activities that can easily be related to language and communication instruction to meet individual needs. We will introduce free, online tools and resources to guide participants through the outlines and directories of the Content Connectors. Popular curriculum pieces will be explored and incorporated into the bag of chips. We will offer tips to include related services personnel, student peers, and family members, and ideas for planning, storage, and organization of lessons and materials. All that and a Bag Chips Webinar Handout

Nicole Wingate

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Nicole Wingate

M.A. CCC-SLP

Nicole is a graduate of Ball State University with a bachelor's of science degree in speech-language pathology and audiology and a master's in speech-language pathology. She has worked in a school setting for 18 years. She is passionate about optimizing her students' communication abilities so that they may become competent communicators. Nicole has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, OCALICON and AAC in the Cloud. Nicole has had guest posts on the AAC Language Lab and PrAACtical AAC.

Angela Sheets

Angela Sheets

Interventions Teacher

Angela is a graduate of Ball State University with a bachelor's degree in special education. She has taught elementary intense interventions for 18 years. She is passionate about designing access for all students to meet their greatest potential. She is also a parent of a child who has cerebral palsy, who is an assistive tech user. Angela has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, and AAC in the Cloud. In addition, she has served two years on the ISTAR Content Review Panel and has had guest posts on the AAC Language Lab and PrAACtical AAC.

Beginner

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All Aboard – 60-minutes

Educators from Bluffton Harrison Elementary School will present their AAC journey including experimentation, education, assessment, and growth. Presenters will demonstrate creative methods to increase AAC use across multiple settings with a variety of ages, levels of cognitive performance, and physical needs. Along the journey, participants will examine data collection procedures to help guide instruction. Additionally, presenters will demonstrate methods to educate and encourage non-AAC instructors to become vested participants. This is a timely piece because educators now have access to advanced technology that can aide in the enhancement of communication options for a variety of students. Empowering teachers, families and peers to take the plunge is eminent to meeting student communication needs on a daily basis. Since implementing multiple forms of AAC, it soon became evident that we needed to increase AAC knowledge in our school and community. In addition to our willing participants, we also encountered some participants who were less than eager to take part in the AAC experience. We will present instructional strategies to target the eager and reluctant participants. This presentation will give specific strategies to encourage families, paraprofessionals, therapists, community members, and typical students to jump on board to assist with modeling, prompting, and instructing. All Aboard Handout

Nicole Wingate

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Nicole Wingate

M.A. CCC-SLP

Nicole is a graduate of Ball State University with a bachelor's of science degree in speech-language pathology and audiology and a master's in speech-language pathology. She has worked in a school setting for 18 years. She is passionate about optimizing her students' communication abilities so that they may become competent communicators. Nicole has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, OCALICON and AAC in the Cloud. Nicole has had guest posts on the AAC Language Lab and PrAACtical AAC.

Angela Sheets

Angela Sheets

Interventions Teacher

Angela is a graduate of Ball State University with a bachelor's degree in special education. She has taught elementary intense interventions for 18 years. She is passionate about designing access for all students to meet their greatest potential. She is also a parent of a child who has cerebral palsy, who is an assistive tech user. Angela has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, and AAC in the Cloud. In addition, she has served two years on the ISTAR Content Review Panel and has had guest posts on the AAC Language Lab and PrAACtical AAC.

Beginner

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How Do I Determine How the Student Can Access Augmentative Communication? – 60 minutes

Augmentative and Alternative Communication (AAC) can provide communication for many non-verbal or difficult to understand students. However, the student must have the ability to “access” or control the device as efficiently as possible. This webinar will present general AAC access evaluation considerations. How Do I Determine How the Student Can Access Augmentative Communication? Handout

Michelle Lange

Michelle Lange

OTR/L, ABDA, ATP/SMS


Michelle is an occupational therapist with 30 years of experience and has been in private practice, Access to Independence, for over 10 years. She is a well-respected lecturer, both nationally and internationally and has authored numerous texts, chapters, and articles. She is the co-editor of Seating and Wheeled Mobility: a clinical resource guide, editor of Fundamentals in Assistive Technology, 4th ed., NRRTS Continuing Education Curriculum Coordinator and Clinical Editor of Directions magazine. Michelle is on the teaching faculty of RESNA. Michelle is a member of the Clinician Task Force. Michelle is a certified ATP, certified SMS and is a Senior Disability Analyst of the ABDA.

Intermediate

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Amazing Race – 60 minutes

Staff members from Bluffton-Harrison Elementary will share their "Amazing Race" in implementing various methods of AAC use with their students who have a wide range of abilities and needs. These methods will include no tech, low tech and high tech examples of AAC systems trialed and utilized in the Intense Interventions class. This presentation will also include case studies and practical methods of utilizing AAC in the classroom using communication, collaboration and core vocabulary. Amazing Race Handout

Nicole Wingate

&

Nicole Wingate

M.A. CCC-SLP

Nicole is a graduate of Ball State University with a bachelor's of science degree in speech-language pathology and audiology and a master's in speech-language pathology. She has worked in a school setting for 18 years. She is passionate about optimizing her students' communication abilities so that they may become competent communicators. Nicole has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, OCALICON and AAC in the Cloud. Nicole has had guest posts on the AAC Language Lab and PrAACtical AAC.

Angela Sheets

Angela Sheets

Interventions Teacher

Angela is a graduate of Ball State University with a bachelor's degree in special education. She has taught elementary intense interventions for 18 years. She is passionate about designing access for all students to meet their greatest potential. She is also a parent of a child who has cerebral palsy, who is an assistive tech user. Angela has co-presented at PATINS, Indiana Principal's Association, Indiana AAC Summit, and AAC in the Cloud. In addition, she has served two years on the ISTAR Content Review Panel and has had guest posts on the AAC Language Lab and PrAACtical AAC.

Beginner

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AAC Funding Report Writing – 60 minutes

AAC report writing can seem like a daunting task whether you are writing your first report or have submitted reports in the past. There are several steps involved starting with device trials and moving towards writing a device submission report. What are the do's and don’ts of report writing? What is the language of report writing? How can our treatment plan on the report be used in our therapy plan and/or IEP to help the user acclimate to their device? In this presentation, participants will learn successful report writing tips for AAC device submissions. The resources, tools and strategies learned during this presentation can help a therapist during each stage of an AAC device funding report and treatment plan. During the presentation tools and strategies for having the most effective report will be discussed and examples demonstrated. These resources can be easily implemented into a clinician’s evaluation process when working with any AAC user. AAC Funding Report Writing Handout

Rachell Johnson

Rachell Johnson

M.C.D., CCC-SLP

Rachell Johnson has a Bachelor’s (BA) in Speech Pathology from Columbia College, Columbia, SC and a Masters in Communication Disorders (MCD) from the University Of South Carolina School Of Public Health.

Rachell has 14 years of experience in the field of speech language pathology and has worked as an expert with assistive technology since 2011. I served as the Pediatric and Adult Neuro AAC Specialist for an outpatient rehabilitation center then transitioned to working with AT and ALS patients with the MN/ND/SD Chapter of the ALS Association's Herbek Sing AT Program as well as a consultant for the MN Technology for Home Grant. This led me to become the AT Program Manager of the DC/MD/VA Chapter of ALS Association and working as an AT Team Lead for a school district. I enjoy teaching, and I have presented at Closing the Gap, a national AT conference, 6 times from 2013-2018 as well as at a host of other AT symposiums and webinars. Working with eye-gaze users of all ages is just one of my interests and specialty areas under the umbrella of AT.

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