This focus of this 2.5 day 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, Meher Banajee, PhD, CCC-SLP will offer two separate topics for discussion. In the first, she will discuss the AAC assessment process.  AAC systems are often selected on basis of clinician familiarity, client preferences and availability of the systems.  Intervention also is provided with limited objectivity and evidence of its efficacy.  Use of objective measures for device selection during assessment and efficacy of intervention procedures will be discussed in this presentation. In the second portion of her presentation, Meher will discuss a university perspective and preservice training. This part of the presentation will look at different models of providing coursework and preservice training in the field of AAC.  Starting with principles of adult learning, the presentation will demonstrate how to provide coursework for different types of class formats (e.g., F2F lecture, hybrid – F2F and online, case-based method of instruction).  Sample syllabi and results of SIG 12 preservice study will be shared.  A possible class format on selecting vocabulary (specifically core vocabulary) will be demonstrated. Participants will be given an opportunity to use a template to develop their own class.  Finally the presentation will further discuss application of academic coursework to clinical practice and the use of interprofessional education/practice.

Speakers:

Bruce Baker, PhD

Meher Banajee, PhD, CCC-SLP

Deborah Laurent Witkowksi, MA, CCC-SLP

Tracy M. Kovach, PhD, CCC-SLP

Learning Outcomes:

1. Explain why core vocabulary, not extended vocabulary, should be emphasized in AAC intervention.
2. Describe the relationship between the use of core vocabulary and normal language development.
3. Describe the difference between a needs-based communication display and a language-based communication display.
4. Discuss the impact of motor automaticity in the successful use of AAC devices.
5. Identify objective measures to assess for the best possible AAC system for individuals with complex communication needs.
6. Discuss how the use of objective measures helps to determine appropriate therapeutic strategies for individuals who use AAC.
7. Identify different methods of adult learning.
8. Describe how to develop coursework using interactive principles of teaching.
9. Discuss how to apply teaching to clinical practice.
10. Identify ways in which performance profiles can be used to compare performance using different AAC systems, communication partners, and communication in different environments.
11. Identify two key differences between referential and descriptive teaching strategies.
12. Discuss strategies that enable students who use AAC to demonstrate learning to demonstrate learning within the components of Bloom’s Taxonomy.

CEUs

1. Download, and complete the following forms.
   • Attendance Form
   • Evaluation/Learning Form
2. Save the files names: 161209_SCS_Lastname_Firstname.xls
3. Send both files to ceus@aacinstitute.org
4. CEU certificate will be sent after submitting the two forms

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