Traning Leaders and Leading Trainers: Improving Language Outcomes through Partnerships with Parents, Caregivers and Educators

Date/Location:

April 6-8, 2021, Virtual

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 address developmental learning theory, using adult learning theory to assist in planning and executing training for parents, caregivers, educators, and educational assistants so that they will have the tools and the skills to immerse the learner in the symbol system being learned. It is through dual-symbol immersion into the symbol system likely to be learned that language development can progress through stages and milestones consistent with verbal language development. When the goal is language, then the focus is language development, and the interventions are consistent with those implemented for all symbol systems- from verbal to sign language to picture symbols without voice output to picture symbols with voice output to 3-D symbols with or without voice output. The organization and configuration of Minspeak® systems address developmental sequences and progression and will provide a model for addressing language development through AAC. When the goal is language development, and when that language development occurs in natural activities, then equipping adults to develop their own skills in speaking in symbols becomes a priority.  Training leaders and leading trainers will be essential to equipping those responsible for language development with the skills and experiences they need to be able to develop language through AAC.

Speakers:

Deborah Laurent Witkowski, MA, CCC-SLP

Tracy M. Kovach, PhD, CCC-SLP

Russell Cross

Deann O’Lenick, PhD, CCC/SLP, MBA

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.

Explain three ways second language learning theories apply to the development of language through augmentative or alternative communication.

Describe the role of families in the development of language.

State three elements of adult learning theory that will support engaging families in their role in language development.

Develop a plan for sharing both information and responsibility with families to support their symbol speaker’s development of language.

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 (20.0 hours of instruction). To register for CEUs:  

Download and complete the following forms.

Save the files names: 210408_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.