SoundingBoard App – Bigger and Better!

This awesome free app has gotten a makeover! This free app is a communication system that is simple to program and use. Some of the new options include better graphics, screen rotation, new lay-outs, larger message board, and much more. I will go through and demonstrate this great app!

Mo Buti

Mo Buti

M.Ed-BD, M.Ed-ADMIN

Mo has been in the field of special education for over 22 years, working with children with severe and profound, moderate, mild and Autism disabilities. She has the Director of Special Education degree and certificate from the state of Illinois and her type 75 certificate. She was a teacher, a consultant and now an administrator. She was the Coordinator of Autism and Intellectual Disabilities for the Chicago Public Schools for over 4 years and is now a Special Education Administrator working on reintegration, placement and special projects for children with autism and intellectual disabilities for the Chicago Public Schools. She has a passion for learning, making visual modifications and teaching. She is known as a dynamic speaker in the field of Autism. She is an international speaker presenting at yearly conferences.

Beginner

iOS | Apps | AAC | SGDs

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ChatAble: An Introduction to ChatAble

ChatAble is a new app from Therapy Box, which acts as both a grid communication aid, and a scene display app. These two proven formats have been brought together for the first time, to provide an easy new system for users to interact with other people in a fun and meaningful way. ChatAble is designed for people with Autism, cerebral palsy, aphasia and a range of users who require aided communication. ChatAble is designed to be as simple to use as possible, whilst retaining maximum customizability, and having a capacity for any size of vocabulary. During this webinar, we will be covering an overview of ChatAble, highlighting features in Therapy Box’s newest app. This will be a good introduction to the newest AAC app on the market. We will be showing you how to create grids, scenes and hybrids, showing you how to integrate social media and linking and finally taking you through some of the customizable settings. We will also be taking you through scenarios in which ChatAble would be ideal to use. This webinar is ideal for people who have never heard of ChatAble before, those who are familiar with the app or for those who have already purchased it.

Rebecca Bright

Rebecca Bright

BSpPath MRCSLT regHPC MASLTIP

Rebecca Bright is a speech and language therapist with over 11 years experience in working with adults with neurological communication disabilities. In 2011 Rebecca, a co-founder of TBoxApps, launched Predictable and Scene & Heard, both award winning AAC apps for the iPad. In 2012, TBoxApps have launched Predictable in 5 more languages and on the Android platform. Rebecca regularly presents workshops in Europe on how speech and language therapists and educators can use tablet technology in their practice.

Beginner

SGDs | AAC | Apps

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Mobile Technologies for Educating Students with Low-Incidence Disabilities

Education is changing and educators, including related services professionals need to change with it! The potential of wireless and mobile technology to enhance teaching and learning is so great that it is currently at the forefront of technological advancements in education. Mobile learning is here and it is impacting how students learn and how educators teach. Research and anecdotal studies suggest mobile technologies are suitable for learning purposes with the possibilities of enhancing the quality of life for students with disabilities. Mobile and electronic devices and multimedia contents increase student’s interest in learning and attention. These devices can be viewed as a communication device in the pocket, a learning device "on the go" and a lifesaver for some. Features of these technologies, which will be described discussed, include flexible multimedia content and storage, portability, mobility and affordability.

Patricia R. Ourand

Patricia R. Ourand

MS, CCC-SLP

Pat holds a Master’s degree in Speech Pathology from Loyola College in Baltimore, MD, and a Master’s degree in Technology for Special Education & Rehabilitation from the Johns Hopkins University in Baltimore. She is currently the President of Associated Speech & Language Services, Inc., a speech-language pathology practice, serving the Baltimore/Washington area, and specializing in assistive technology (AT) and augmentative and alternative communication (AAC). Pat has presented locally & nationally on various topics associated with assistive technology & AAC. She has extensive experience working with individuals with significant cognitive, linguistic, sensory and/or motor disabilities necessitating technology access. Pat has written on these topics as well. She is licensed as a speech-language pathologist in the state of Maryland, and is a certified member of the American Speech-Language & Hearing Association and Past-President of the US Society for Augmentative & Alternative Comm.

Beginner

Mobile | SGDs | AAC

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Apps for AAC

This webinar will provide a review and demonstration of some of the AAC apps which are available at the time of the presentation, including a discussion of the language systems included (or not included) in some of the apps. Different categories of AAC apps will be outlined, along with a discussion of the access options available and other issues which need to be considered when using mainstream technology for AAC. The importance of a range of vocabulary and communication options will also be covered, including using apps for small talk, storytelling, and all the other components of everyday communication.

Jane Farrall

Jane Farrall

SLP

Jane has been working in the disability and assistive technology field for over 20 years. She is a speech language pathologist and special educator with extensive practical experience in both Augmentative and Alternative Communication (AAC) and in teaching children and adults with disabilities to acquire literacy. Jane has worked as a school and adult service based therapist and literacy teacher. She has also worked as an assistive technology specialist at both ComTEC and at Spectronics and is currently working as an independent consultant in literacy, AAC and Assistive Technology. Jane is a former Chairperson of AGOSCI and is the founder and organizer of the Big Mouth Camp, and a member of the Apple Consultants Network. You can get more information about Jane at her website www.janefarrall.com.

Beginner

SGDs | AAC | Apps

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Using Sentence Starters for Early AAC/Writing: Poetry Power

This session will highlight ways to use highly functional sentence starters as predictable charts and poems. Here they are, the top two word sequences for vocabulary use in early writing (Clendon, Sturm, & Cali, 2004): I like, Going to, I am, Went to, To the, I went, In the, It was, My mom, And my. Learn how to structure experiences for students that support and celebrate their earliest writing attempts using poetry forms. These sequences can be embedded in list poems, add-a-word poems, comparison poems, and other poetry frames.

Deanna Wagner

Deanna Wagner

MS/CCC-SLP

Deanna has worked as an Assistive Technology Specialist with both children and adults in Phoenix, AZ, for more than 18 years. She has provided therapy, trainings, and assessments in the area of augmentative communication, with a particular focus on multiply challenged individuals and services to Spanish-speaking families. As a trainer on the Assistive Technology Training Project, through the Arizona Department of Education, she has provided trainings and technical assistance to school personnel across a broad range of assistive technology devices and strategies. She has presented at local, national, and international conferences.

Beginner

SGDs | AAC | Writing

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AAC Developing Participation: Part 5: Maximizing Participation

The purpose of Part 5: Maximizing participation is designed for the child to engage in social interactions, to share information, share responsibility, and contribute to conversations with as little adult assistance as possible. The child will continue to expand and mature with language expression and also learn how to regulate interactions such as initiating, repairing a message, staying on topic, or asking permission. The child will demonstrate social skills, use vocabulary to accommodate educational growth, and participate in a variety of life experiences. As in the previous four webinars, tips for activities, literacy, vocabulary, tools, access, and troubleshooting will be offered to support a child becoming independent with communication and social participation.

Sharon M. Rogers

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Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

SGDs | AAC | Literacy | Vocabulary

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AAC Developing Participation: Part 4: Bridging Skills

The purpose of Part 4: Bridging Skills is designed for the child to bridge into independence with their communication participation. The goal is to continue to expand the child’s unique language productions while adult facilitators learn to reduce cuing in order for the child to experience increased degrees of independent success. Tips will be offered for activities with unfamiliar communication partners, literacy by writing and reflection on their own experiences, vocabulary skills of using correct tense and even slang, testing adequacy of tools, access, and troubleshooting so that the children will be better able to bridge to successful independent participation.

Sharon M. Rogers

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Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

SGDs | AAC | Vocabulary

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AAC Developing Participation: Part 3: Making Connections

The purpose of Part 3: Making Connections is designed for children to learn that, not only does their voice matter, but their communication makes a difference. The child may engage in pretend play with peers, complete projects in art and early childhood learning content, and begin to expand their language. Tips will be offered for 15-minute daily activities, building narratives in literacy, using adjectives, adverbs, and conjunctions with AAC, expanding contexts for communication tools, familiarizing easy access, and troubleshooting.

Sharon M. Rogers

&

Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

SGDs | AAC | Literacy

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AAC Developing Participation: Part 2: Building Fundamentals

The purpose of Part 2: Building Fundamentals is designed to help the children function with AAC because their communication matters. Children can learn to express their choices about daily preferences and take turns with peers. Their voice will be heard, even if that voice is a LITTLEmack, a BIGmack, or their own voice as they point to a communication board or use a communication switch. Remember that participation matters across contexts so we must continue to build literacy skills, expand language with question asking vocabulary, use more complex AAC tools, access, and troubleshoot for the children who are putting words and ideas together.

Sharon M. Rogers

&

Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

SGDs | AAC | Literacy | Vocabulary

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AAC Developing Participation: Part 1: Getting Started

The purpose of Part 1: Getting Started is designed to help practitioners and parents answer the question, “What am I supposed to do?” Drs. Rogers and Mayne will talk to you about social interaction behaviors that a child with predominantly nonverbal communication skills uses to communicate. Then we will address communication skills and activities to support emerging communication with teachable suggestions for facilitators who gradually become the child’s communication partners. We will discuss development of beginning literacy skills, choosing vocabulary for AAC, selecting different AAC tools, trying various access methods, and finally troubleshooting AAC options for beginning AAC users.

Sharon M. Rogers

&

Sharon M. Rogers

Ph.D., CCC-SLP

Sharon Rogers, Ph.D., CCC-SLP has recently retired as adjunct faculty in Communicative Disorders at California State University Fullerton, where she taught the seminar and practicum in Augmentative and Alternative Communication (AAC). She served as assistant professor in special education at Claremont Graduate University. As a speech language pathologist in public schools in California and Kentucky, she found her real passion was in assessing and developing communication of children with complex communication needs. She continues as a consultant with students as they participate using AAC. She published an article “Two Perspectives on Technology for Children with Special Needs” that included viewpoints of both parents and SLPs. Her writing with Mary Poplin has appeared in the Learning Disabilities Quarterly. She is a presenter at CSHA and the International Society of Augmentative and Alternative Communication (ISAAC) conferences in the United States, Ireland, Denmark and Spain.

Lesley E. Mayne

Lesley E. Mayne

Ph.D., CCC-SLP

Lesley E. Mayne PhD, CCC-SLP is the professor of Augmentative and Alternative Communication (AAC) at California State University, Fullerton and has been working in the public school, charter and private settings for 17 years. Lesley participates in special education trans-disciplinary diagnostic and treatment teams, lectures and writes on topics such as AAC, social skills, accommodations and modifications in the mainstream academic setting. She received a district award for Outstanding Achievement at the 2013 California Speech-Language and Hearing Association State Conference, District 7. She is the author of Let’s Talk Social Skills by Speechmark Publications (2008). She published an article titled, “Change of Scenery: Taking Clients and Treatment Plans Outdoors” (Advance, 2000, 10(35), 10-11). Her M.A. degree was completed at California State University, Fullerton in Communicative Disorders and her B.A. degree was completed at the University of Southern California in Communication.

Beginner/Intermediate

AAC | SGDs | Literacy | Vocabulary

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