AAC in the Classroom for Students with Significant Disabilities: A Progression Strategy From BIGmack to SoundingBoard and Beyond!

This session will cover a progression strategy through a strategic process of analyzing real classroom activities and setting up inviting opportunities for students to communicate during these activities. Kelly has used and taught these strategies over the last 6 years with students communicating with typical low tech dedicated devices and has now over the last 4 years extended them to students communicating with AAC apps. The strategies start from the real classroom schedule starting with arrival at school, through every class period, transitions between classes and ending with departure from school. It starts with the strategies planned communication through scripting and builds to the possibilities of those unplanned, unscripted initiations of student's original thoughts. Complexity of activity type will be tied to communication function. Students can start with whatever technology/app that you have by using masking or if you have a process of building through technology skills and products, it will fit that framework as well. Participants will be encouraged to start and activity based upon one of the strategies, so that the data collection strategies to be introduced in the 2nd session will be immediately applicable.

Kelly Fonner

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.

Beginner

SGDs | AAC | Apps

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AAC in the Classroom for Students with Significant Disabilities: Implementation and Data Collection on Low Tech AAC and Apps

During the second session in this AAC implementation series, Kelly will teach two processes of data collection to go along with the types of classroom based communication activities that are often chosen for students with significant disabilities, especially those that were introduced during the first session. If you were not able to join us live for Session 1, you are encouraged to go back to AbleNet University and preview the first session prior to this session. Simple charting is critical if data is to be collected live during a busy activity. Video is often used to catch subtlety of movement, eye gaze and other non-traditional communication attempts for more complex charting. Data collection techniques will look at measurement of student progress as well as staff implementation of strategies. Participants will be encouraged to start collecting data on an activity so that Session 3 analysis techniques will be immediately applicable.

Kelly Fonner

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.

Beginner/Intermediate

SGDs | AAC | Apps

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Adapting Early and Emergent Literacy Activities and Materials to Assess and Provide Intervention For Children With Complex Communication Impairments

This webinar aims to present the results of a systematic literature review of literacy assessment and intervention in children with complex communication needs, who also use AAC. Results of this literature review will provide the framework for discussing a case study involving an adapted literacy assessment and systematic instruction conducted via tele-practice in a young male with complex communication needs. This webinar has a clinical focus and will provide specific recommendations and resources for assessment and intervention within this population.

Schea N. Fissel

Schea N. Fissel

M.A., CCC-SLP

Schea N. Fissel M.A., CCC-SLP, is a practicing speech-language pathologist who has worked in both school and outpatient-based settings, specializing in pediatric intervention. Her primary areas of clinical and research interests include autism, augmentative and alternative communication and literacy. Fissel has presented regionally, nationally and internationally in the areas of child language, language sampling technology and autism. She is currently a Ph.D. student at Kent State University.

Intermediate

SGDs | AAC | Literacy

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Communication Throughout The Day

Being able to express your ideas with those around you is not simply a convenience, or even a need, but fundamentally a basic human right. Augmentative and Alternative Communication (AAC) products that allow persons with disabilities the chance to engage with others and connect with their world. Discover how to integrate a variety of single to multi- message communicators in to your classroom for student success.

Mary Sagstetter

Mary Sagstetter

M.A.Ed.

Mary Sagstetter joined AbleNet in June of 1998, with over 15 years of professional experience in the field of Special Education. In her current role as Business Development Manager, Mary focuses on providing awareness of AbleNet’s growing portfolio assistive technology solutions for individuals with disabilities.

Beginner

SGDs | AAC

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AAC in the Classroom for Students with Significant Disabilities: Analyzing Data from Low Tech AAC and Apps

The analysis session will follow the uses of the implementation techniques introduced in session 1 and the data collection techniques introduced in session 2. It is often difficult to represent the progress of students with significant disabilities who also have complex communication needs. Kelly is in the sixth year of a project where teams in 17 school districts have done just that, and have demonstrated impressive gains when then have focused on communication in specific classroom activities rather than as a Speech/Language activity alone. When communication and analysis of communication goals is made accessible to all staff members, including para-educators, the students are the winners. There's no reason that data has to be managed by just one person on the team, when it's results impact everyone's interaction with the student. If everyone is involved with the data and data charting and analysis, then it is more likely that they are invested in the outcome.

Kelly Fonner

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.

Beginner

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AAC Treatment and Data Collection

Many of the applications and software programs currently utilized for communication highlight and/or combine numerous linguistic features. But, what works optimally for your student/client/patient: common or core vocabulary (icons and/or text); spelling (letter-by-letter and/or with abbreviations); OR combinations of character/word/phrase and/or grammar prediction, which is static or dynamic and can be based on factors such as frequency or recency?

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

SGDs | AAC | Software

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Social Communication and AAC/SGDs

The acquisition of social skills is critical in the successful academic inclusion and competitive employment of all individuals, and especially those with disabilities. To communicate one person must "say" something by using: any combination of speech, gestures, writing, pictures, and/or objects, AND at least one person must "understand" what is meant by the: speech, gestures, writing, pictures and/or objects. The way we say the words we say helps us convey our intended meanings. The tone of voice used, facial expressions, bodily gestures we adopt while we are talking all add information and layers of meaning to the words we "say". Pragmatic models were first applied to the treatment of children with language impairment in the late 1970s. This session will discuss, the study of language use, the impact of language treatment and practical applications for individuals using AAC/SGDs.

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

SGDs | AAC | Inclusion

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Sorting through AAC Options (Apps / Devices): Making Educated Choices

After you evaluate an individual who would benefit from AAC options, how do you decide which AAC solution best meets the individual’s functional communication needs? This webinar provides resources to help you decide what the optimum solution is, whether it is an AAC App or an AAC device. AAC TechConnect has developed a set of evaluation forms which can not only assist you in identifying what communication functions to consider, pros/cons of Apps / Devices, but also a list of required features to consider. These forms will be discussed and offered to participants as well as access to an online clinical tool (AAC Apps and AAC Device Assistant) that will do the work of searching through required features you have identified and then give you popular options of either AAC apps or AAC devices to consider in a side-by-side comparison chart.

Debby McBride

Debby McBride

MS, CCC-SLP

Debby McBride, MS., CCC-SLP, has almost 30 years experience working in most areas of augmentative communication. Her broad and unique perspective comes from her variety of clinical experiences specializing in AAC, a clinical tools developer, a national trainer, and previously, an AAC device distributor. She has worked in educational and medical settings and currently works as an AAC specialist both in an outpatient setting and in consulting. She is an experienced presenter, having presented educational sessions at national, regional, and local conferences and workshops. She is the founder and president of AAC TechConnect, Inc.

Beginner/Intermediate

SGDs | AAC | Apps

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Using Your Own Voice in AAC Apps

One voice does not fit all. The option to use a personalized voice is now feasible and offers people who use AAC more choices than the current commercially available text-to-speech voices in the market. This webinar will explore the process of using the ModelTalker voice banking system to create your own voice, or a proxy voice, to use in either Predictable or ChatAble apps. The session will outline the steps required to do this and discuss the important factors to consider for people who need AAC now and in the future. Case studies will be shown which will aid in illustrating the benefits in using your own voice if possible.

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

AAC | SGDs | Apps

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Voices in AAC Apps: What Are the Options and the Opportunities?

This webinar will discuss the available social media options in current AAC apps. It will explore the benefits and challenges of the current integration of mainstream social media in specialist AAC apps on the iPad. The presentation will also explore how apps in this field are catering to everyday communication functions such as email, SMS, and Skype.

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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