Date/Location:

March 16-18, 2021

Description:

The focus of this 3-day virtual seminar will be to provide learners with a theoretical and practical foundation for the use of core vocabulary as it pertains to language and vocabulary development for augmented communicators as well as how to integrate the use of core vocabulary as a primary strategy for targeting communication and language in home and academic settings.  Our guest speaker will present on the assessment and intervention of bilingual (Spanish/English) individuals who use AAC. Participants will learn to assess the communicative needs of children who use AAC and are growing up in communities that use both Spanish and English. We will frame our assessment and intervention in an integrated model that brings together the sociocultural, psycholinguistic, structural, interactive, and developmental aspects of language development in both languages. Participants will learn about strategies and tools to describe the communicative profile, set appropriate goals, design therapy materials, and monitor the growth of their dual language learning clients.

Speakers:

Deborah Laurent Witkowski, MA, CCC-SLP

Tracy M. Kovach, PhD, CCC-SLP

Russell Cross

Gloria Soto, PhD

Learning Outcomes:

Explain why core vocabulary, not extended vocabulary, should be emphasized in AAC intervention.

Describe the relationship between the use of core vocabulary and normal language development.

Describe the difference between a needs-based communication display and a language-based communication display.

Identify the challenges with using a page-based system in an AAC device.

Discuss the impact of motor automaticity in the successful use of AAC devices.

Develop a culturally and linguistically responsive (CLR) assessment and intervention plan for bilingual individuals who use AAC.

Collaborate with family members to prioritize home language maintenance while developing an intervention plan.

Customize AAC systems to include relevant vocabulary that is culturally and linguistically appropriate and representative.

Identify two key differences between referential and descriptive teaching strategies.

Generate linguistically oriented IEP goals and objectives for students who use AAC.

Discuss strategies that enable students who use AAC to demonstrate learning to demonstrate learning within the components of Bloom’s Taxonomy.

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CEUs This activity is offered for up to 2.0 CEUs (19.83 hours of instruction). To register for CEUs:  

Download and complete the following forms.

Save the files names: 210318_SCS_Lastname_Firstname

Send both files to ceus@aacinstitute.org

Upon completion of the two forms and passing the quiz, a CEU certificate will be sent

Note: If any difficulty is encountered in using this form, write to ceus@aacinstitute.org to request an alternative file format.