AAC Assessment: Mapping a Route to Communicative Competence
Jackson is an adorable 9-year-old who is not yet speaking. He points and vocalizes but has no true words. We know he needs some form of augmentative communication. His classmate Damian is also nonverbal, uses a wheelchair for mobility, struggles to use his hands to point, and seems to not pay attention to the symbols we show him. We know he needs some form of augmentative communication too. Sari jumps and twirls into the classroom and repeats lines from Good Morning America but can’t tell us her favorite snack. She also needs AAC. How do we decide who gets what? This session digs into how to assess individual AAC needs: the tools we use, the features we assess, the people we invite to help us and, most importantly, the questions we ask. We will use videos, case studies, and specially designed protocols to learn the features and considerations of a comprehensive AAC assessment. Come join us and learn how to systematically assess your potential AAC users and start them on their journey to communicative competence.
Classroom Communication Project
Effective application of augmentative and alternative (AAC) supports in the classroom is problematic. Researchers have identified several AAC related concerns that school-based professionals routinely experience, that there are knowledge barriers around individual student AAC assessment, the student’s environmentally based communication needs, appropriate goal selection and effective implementation (Andzik, et al 2016, 2018; Soto et al, 2009). The Classroom Communication Project introduces a classroom-based communication model and supporting tools which assist Individual Education Plan team members in assessing a student’s current AAC skills, quantifying progress toward communicative competence, AAC goal selection, and defining communication needs in the academic environment.
Too frequently, only generic AAC goals and solutions are included in the education plan. Infrequently these objectives are the result of systematic assessment representing a sequential development of skills to match the environmental needs. Academic teams are struggling to effectively assess and target appropriate student communication skills considering necessary communicative competencies, established AAC skill progressions and academic environmental communication needs. They struggle to accurately identify where the student is now (present level of performance), where they came from (demonstrate progress) and develop a map for where they want to go (sequential goal identification).
We will spend the afternoon exploring methods for assessing classroom communicative competence, analyzing the environment for communication needs, identifying appropriate school related objectives, planning and implementing during the routine school day. The tools used for the Classroom Communication Project will be shared with all participants.
BIO: Vicki Clarke is the CEO of Dynamic Therapy Associates, Inc (DTA Inc.), a speech language pathology clinic specializing in AAC. She is the Director of DTA Schools, a division of DTA Inc, which provides individual student, classroom and district-wide AAC services for consultation, assessment, training, curriculum development and equipment procurement in multiple public school districts. Additional professional activities include professional consultation and training through publications, workshops and presentations at local, state and national conferences in the areas of augmentative communication, speech language pathology, special education and Autism.
DISCLOSURES: Mrs. Clarke has no relevant financial relationships to declare. Mrs. Clarke consults pro bono for various speech generating device manufactures, app deve
lopers (educational, AAC and speech pathology related). She regularly shares information and resources regarding special education, AAC, speech pathology and Autism on social media. In her capacity as a AAC evaluator and school district consultant, Mrs. Clarke is given access to professional copies of News-2-You products, almost all AAC apps and long term loans for speech generating devices from Tobii Dynavox, Prentke Romich, Saltillo and Ablenet.
Is the Conference ASHA approved?
Yes! You will receive up to 1.2 CEUS
What's the refund policy?
There are no refunds.
Is it ok if the name on my ticket or registration doesn't match the person who attends?
The registration must match the name on the ticket. Each person MUST register seperately. NO group registrations.
Village Inn Event Center, Clemmons
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