Augmentative & Alternative Communication: Considerations For Children With Hearing Loss

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Augmentative & Alternative Communication: Considerations For Children With Hearing Loss"

Transcription

1 Sara Robinson, M.A., CCC-SLP Speech-Language Pathologist Questions? For any questions during this broadcast, please send an to: Questions will be answered at the end of the presentation. 1

2 Augmentative & Alternative Communication: Sara Robinson, M.A., CCC-SLP Speech-Language Pathologist The Hundred Languages Of Children The child is made of one hundred. The child has a hundred languages a hundred hands a hundred thoughts a hundred ways of thinking of playing, of speaking. A hundred. - Loris Malaguzzi Outline AAC & Common Myths Assessment Child Profiles Intervention Techniques 2

3 What Is AAC? Augmentative and Alternative Communication (AAC) encompasses all forms of communication (other than oral speech) that are used to express thoughts, needs, wants, and ideas. American Speech-Language-Hearing Association Types Of AAC Unaided: use of body only Gestures Sign language Eye gaze Vocalizations Aided: use of external equipment No-tech Low-tech High-tech Common AAC Myths AAC means giving up on vocal communication If a child has some speech, AAC is not necessary A child can be too young for AAC 3

4 When Do We Start? When a child s earliest communication behaviors are difficult to interpret, their need for AAC intervention begins. (Cress & Marvin, 2003) Early access to multiple forms of AAC is essential for early communication development in young children at risk for expressive communication impairments. (Cress & Marvin, 2003) Assessment Basics Multi-disciplinary assessment Case History S C A L E S Vision, Hearing status Access considerations Current communication mode Observation Formal assessments Device trials Two Categories Of AAC Users Bridge Users Those for whom AAC is a temporary bridge to spoken or signed communication Long-Term Users Those for whom AAC is a long-term means of expressive communication 4

5 Two Categories Of AAC users Bridge Users Children who speak but have difficulty being understood AAC temporarily facilitates both understanding and expression of language Long-Term Users Children who understand spoken language but who have difficulty expressing it AAC facilitates both receptive and expressive communication A Journey Of Exploration Explore a variety of options to allow the child to show us their most effective mode of communication Continue the exploration as the child s skills will change and shift over time Multi-Modal Communication Consider multiple modes of communication (both aided and unaided) Different environments may call for different modes of communication 5

6 How Does AAC Fit In The World Of Hearing? A Bilateral CI s: Comprehension Continuums A Receptive Communication: Understanding of Language 1 Auditory A V AV V A Visual Adaptation of McConkey Robbins, 2001; Nussbaum, Scott, Waddy-Smith, Koch, 2004) Expressive Communication: Use of Language 2 Oral - - -O S OS S O Sign/AAC (Adaptation of Waddy-Smith, Clerc Center, 2004) Expressive Speech: Use of Words and/or Vocalizations 2a Words W V VW V W Vocalizations (ACRN, 2011) Expressive Communication: Use of Pictures and/or Gestures 2b Pictures/Sign Pictures/S g P/S/G G P/S Gestures (ACRN, 2011) 6

7 Social S(2) Emotional C(1) Cognitive L(2) Language E(3) Extra A Balanced Approach A(2) Auditory S(3) Speech Home SCALES Weight 1 DAP Soc-Emotional Behavior Cognitive Auditory Language -Receptive -Expressive Extra: Executive Function, Motor, Vision, Sensory, Attention Speech 2 DAS R- E- 3 DAC DAP = Developmentally Appropriate Progress DAS = Delayed Acquisition of Skills DAC = Different and Additional Challenges (ACRN, 2011) Why AAC For A? Diagnosis of childhood apraxia of speech Difference between receptive and expressive language abilities Temperament High sensitivity High rhythmicity Low adaptability High-tech: ipad Bridge AAC user Multi-Modal Communication 7

8 Classroom Integration Of AAC E Bilateral CI s: Detection Primarily neutral vowels Continuums E Receptive Communication: Understanding of Language 1 Auditory A V AV V A Visual (Adaptation of McConkey Robbins, 2001; Nussbaum, Scott, Waddy-Smith, Koch, 2004) Expressive Communication: Use of Language 2 Oral - - -O S OS S O Sign/AAC (Adaptation of Waddy-Smith, Clerc Center, 2004) Expressive Speech: Use of Words and/or vocalizations 2a Words W V VW V W Vocalizations (ACRN, 2011) Expressive Communication: Use of Pictures and/or Gestures 2b Pictures/Sign Pictures/S g P/S/G G P/S Gestures (ACRN, 2011) 8

9 C(3) L(3) Language S(3) Speech Cognitive S(3) A(3) E(3) Extra Social- Emotional Auditory A Balanced Approach Home SCALES Weight 1 DAP Soc-Emotional Behavior Cognitive Auditory Language -Receptive -Expressive 2 DAS 3 DAC Extra: Executive Function, Motor, Vision, Sensory, Attention Speech (ACRN, 2011) Why AAC For E? Limited spontaneous signing Temperament High sensitivity High intensity Low adaptability Difficulty maintaining eye contact & joint attention No-tech: PECS system Bridge or Long-Term User? PECS Use In Therapy Session 9

10 PECS Use In The Classroom L Hearing aid + BAHA: Comprehension Continuums L Receptive Communication: Understanding of Language 1 Auditory A V AV V A Visual (Adaptation of McConkey Robbins, 2001; Nussbaum, Scott, Waddy-Smith, Koch, 2004) Expressive Communication: Use of Language 2 Oral - - -O S OS S O Sign/AAC (Adaptation of Waddy-Smith, Clerc Center, 2004) Expressive Speech: Use of Words and/or Vocalizations 2a Words W V VW V W Vocalizations (ACRN, 2011) Expressive Communication: Use of Pictures and/or Gestures 2b Pictures/Sign Pictures/S g P/S/G G P/S Gestures (ACRN, 2011) 10

11 S Social- Emotional C Cognitive A E Auditory Extra L S Language Speech A Balanced Approach Home SCALES Weight 1 DAP Soc-Emotional Behavior Cognitive Auditory 2 DAS 3 DAC Language -Receptive -Expressive R- E- Extra: Executive Function, Motor, Vision, Sensory, Attention Speech (ACRN, 2011) Why AAC For L? Speech production not a realistic goal at this time Bilingual home environment, sign language challenging for family Difference between receptive and expressive language High-tech: Dynavox system Potential long-term AAC user? Multi-Modal Communication 11

12 AAC & Sign In The Classroom Intervention Intervention Basic Principles It takes commitment! In order to develop AAC competence, there must be a reasonable number of people in the environment who are more competent than the child in understanding and using the child s language form. Von Tetzchner, et. al. (2005) Communicative autonomy 12

13 Intervention Basic Principles It takes a team! Parents Speech-language pathologist Classroom teacher Teaching assistants Anyone with whom the child interacts during the day Specials teachers (art, music, etc) Audiologist Other therapists Intervention Main goal of AAC to provide users with the ability to formulate novel utterances Model and use a variety of communication functions Provide access to a rich vocabulary Easy access to common phrases for efficient communication Ability to combine words Use of grammatical morphemes Vocabulary from a variety of parts of speech Intervention Techniques Auditory techniques Linking auditory and visual cues Developing multi-modal communication Partner augmented input Supporting social interaction S C A L E S A Balanced Approach Home 13

14 Auditory Techniques Auditory sandwich Acoustic highlighting Auditory imprinting Optimizing the auditory environment Linking Auditory & Visual Cues What is it? A tool for varying the level of support given to a child during a communication exchange Why use this technique? Provides scaffolding to encourage the child to gain independence in navigating and using their communication skills Natural Cues Linking A & V Cues Direct Visual Language Cues Routine Repeat Phrase Say With Speech Reading What do you want for snack? Indirect Cues Say With An Eye Gaze Say With Natural Gesture Let s find your snack words Direct Visual/Verbal Cues Say Phrase Or Word With Sign Help child activate appropriate button Say With A Point To Object Show location of word/phrase on device without activating it Adapted from DynaVox Systems LLC 14

15 Linking Cues: Indirect Cue Linking Cues: Direct Visual Cue Multi-Modal Communication What is multi-modal communication? Use of more than one mode of communication (ex. sign, speech, AAC, gestures, etc.) Why target this area in intervention? Allows the child to develop understanding of their communication modes and develop the ability to code-switch when needed 15

16 Multi-Modal Communication Partner Augmented Input What is it? Pointing to pictures while you are talking Why use this technique? Provides a model of the language the child is expected to produce (i.e. pictures) Facilitates the child s symbol association, memory/recall, and selection of response options Partner Augmented Input 16

17 Partner Augmented Input In The Classroom Social Interaction A shared means of communication is a necessary pre-requisite for interactions between children using alternative means of communication and speaking peers. Von Tetzchner, et. al. (2005) Supporting Social Interaction 17

18 Classroom Integration Of AAC Ingredients for successful classroom AAC use: Competency of staff Teacher assistant Classroom environment Expectations for use Classroom Integration Of AAC Classroom Integration Of AAC During A Listening Task 18

19 Conclusion Always a hundred ways of listening of marveling, of loving a hundred joys for singing and understanding a hundred worlds to discover a hundred worlds to invent a hundred worlds to dream - Loris Malaguzzi AAC Resources References Binger, C. & Light, J. (2007). The effect of aided AAC modeling on the expression of multi-symbol messages by preschoolers who use AAC. Augmentative and Alternative Communication, 23 (1), Branson, D. & Demchak, M. (2009). The use of augmentative and alternative communication methods with infants and toddlers with disabilities: A research review. Augmentative and Alternative Communication, 25(4), Cress, C. J. & Marvin, C. A. (2003). Common questions about AAC services in early intervention. Augmentative and Alternative Communication, 19(4), Kristal, J. (2005). The temperament perspective: Working with children s behavior styles. New York: Brookes Publishing. Millar, D., Light, J., & Schlosser, R. (2006). The impact of augmentative and alternative communication intervention on the speech production of individuals with developmental disabilities: A research review. Journal of Speech, Language and Hearing Research. 49,

20 References Schlosser, R. & Wendt, O. (2008). Effects of augmentative and alternative communication intervention on speech production in children with autism: A systematic review. American Journal of Speech-Language Pathology. 17, Schuit, M., Segers, E., Balkom, H., Stoep, J., & Verhoeven, L. (2010). Immersive communication intervention for speaking and non-speaking children with intellectual disabilities. Augmentative and Alternative Communication, 26(3), Van Der Schuit, M., Segers, E., Van Balkom, H., Stoep, J., & Verhoeven, L. (2010). Immersive communication intervention for speaking and non-speaking children with intellectual disabilities. Augmentative and Alternative Communication, 26(3), von Tetzchner, S., & Martinsen, H. (1992). Introduction to symbolic and augmentative communication. San Diego: Singular Von Tetzchner, S., Brekke, K. M., Sjothun, B., & Grindheim, E. (2005). Constructing preschool communities of learners that afford alternative language development. Augmentative and Alternative Communication, 21(2), Sara Robinson, M.A., CCC-SLP Boys Town National Research Hospital 555 North 30 th Street Omaha, Nebraska Sara Robinson, M.A., CCC-SLP Speech-Language Pathologist 20

21 A production of the Lied Learning & Technology Center at Boys Town National Research Hospital 555 North 30 th Street Omaha, NE

Implementing AAC in Classrooms, Homes, and Therapy Settings for Children Who are Deaf or Hard of Hearing

Implementing AAC in Classrooms, Homes, and Therapy Settings for Children Who are Deaf or Hard of Hearing ara Robinson, M.A., CCC-P peech-anguage Pathologist Implementing AAC in Classrooms, s, and Therapy ettings for Children Who are Deaf or Hard of Hearing 1 Questions? For any questions during this broadcast,

More information

Development of Communication Skills in Children and Adolescents with Down Syndrome. Paul Laikko, M.A., CCC-SLP Korey Stading, M.S.

Development of Communication Skills in Children and Adolescents with Down Syndrome. Paul Laikko, M.A., CCC-SLP Korey Stading, M.S. Development of Communication Skills in Children and Adolescents with Down Syndrome Paul Laikko, M.A., CCC-SLP Korey Stading, M.S., CCC-SLP INFANCY PROBLEMS: Delayed development of: cognition sensory-motor

More information

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs

OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools. Unit 39 Support pupils with communication and interaction needs OCR Levels 2 and 3 in Supporting Teaching and Learning in Schools Unit 39 Support pupils with communication and interaction needs UNIT SUMMARY Who is this unit for? This unit is for those who provide support

More information

Communication Peeled and Cored

Communication Peeled and Cored Communication Peeled and Cored... for the Classroom! Jennifer M. Ro, MA, CCC-SLP Amy Thomsen, MS, CCC-SLP Speech-Language Pathologists / AAC Specialists Forsyth County Schools Assistive Technology Team

More information

Effects of Augmentative and Alternative Communication on Language Acquisition and Expression In Young Children

Effects of Augmentative and Alternative Communication on Language Acquisition and Expression In Young Children Southern Illinois University Carbondale OpenSIUC Research Papers Graduate School 3-2011 Effects of Augmentative and Alternative Communication on Language Acquisition and Expression In Young Children Leslie

More information

CDCI Assistive Technology Tryout Center, Communication Connection! The conference call in number for today is Phone number 1-888-850-4523

CDCI Assistive Technology Tryout Center, Communication Connection! The conference call in number for today is Phone number 1-888-850-4523 CDCI Assistive Technology Tryout Center, Communication Connection! The conference call in number for today is Phone number 1-888-850-4523 Passcode is:859908 Let me show you! Using modeling to teach language

More information

6/5/2013 DEFINING AAC WHY AAC SYSTEMS EVIDENCE-BASED IMPLEMENTATION OF AAC

6/5/2013 DEFINING AAC WHY AAC SYSTEMS EVIDENCE-BASED IMPLEMENTATION OF AAC When someone is not developing speech and language skills or has lost the ability to speak or understand spoken or written language, then AAC intervention approaches are required to meet their complex

More information

Collaborative Teaming for students who require AT/AAC

Collaborative Teaming for students who require AT/AAC Collaborative Teaming for students who require AT/AAC Working effectively to meet the needs of students who require AAC/AT in the educational setting Marilyn J. Buzolich, Ph.D., CCC- SLP ACTS What is Collaborative

More information

Vannesa Mueller CURRICULUM VITAE

Vannesa Mueller CURRICULUM VITAE Vannesa Mueller CURRICULUM VITAE EDUCATION 2008 University of Iowa, Iowa City, IA Ph.D. in Speech and Hearing Science Dissertation: The Effects of a Fluent Signing Narrator in the Iowa E-Book on Deaf Children

More information

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED

MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES FIELD 062: HEARING IMPAIRED MICHIGAN TEST FOR TEACHER CERTIFICATION (MTTC) TEST OBJECTIVES Subarea Human Development and Students with Special Educational Needs Hearing Impairments Assessment Program Development and Intervention

More information

62 Hearing Impaired MI-SG-FLD062-02

62 Hearing Impaired MI-SG-FLD062-02 62 Hearing Impaired MI-SG-FLD062-02 TABLE OF CONTENTS PART 1: General Information About the MTTC Program and Test Preparation OVERVIEW OF THE TESTING PROGRAM... 1-1 Contact Information Test Development

More information

Register of Students with Severe Disabilities

Register of Students with Severe Disabilities Department of Education Learners first, connected and inspired Register of Students with Severe Disabilities Department of Education Register of Students with Severe Disabilities 1. Eligibility Criteria

More information

Engaging Parents and Family Members in Early Intervention

Engaging Parents and Family Members in Early Intervention Engaging Parents and Family Members in Early Intervention Partnering for Progress Conference Kathryn Wilson, M.A., CCC-SLP, LSLS Cert. AVT Director, FIRST YEARS October 26, 2011 A New Generation of Children

More information

Spoken Language and Sign: Considerations for Language and Communication Planning

Spoken Language and Sign: Considerations for Language and Communication Planning Spoken Language and Sign: Considerations for Language and Communication Planning Debra Nussbaum & Rebecca Stevener Laurent Clerc National Deaf Education Center Who are we? Debra Nussbaum Coordinator, Cochlear

More information

Supporting Families in Transition between Early Intervention and School Age Programs

Supporting Families in Transition between Early Intervention and School Age Programs Supporting Families in Transition between Early Intervention and School Age Programs by Cheryl Johnson, Special Education Unit, Colorado Department of Education The transitions between early intervention

More information

Section 1: Introduction (only) Downloaded from

Section 1: Introduction (only) Downloaded from Language Problems Practice Resource Section 1: Introduction (only) Downloaded from www.rch.org.au/ccch Practice Resource: Language Problems Table of Contents Overview... 2 Glossary... 6 Session 1: Introduction

More information

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES

ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES ARLINGTON PUBLIC SCHOOLS SPECIAL EDUCATION PROGRAMS AND SERVICES Introduction The Arlington Public Schools provides a comprehensive array of programs and services from pre-school through grades 12 designed

More information

DATI Assistive Technology Facts Augmentative and Alternative Communication

DATI Assistive Technology Facts Augmentative and Alternative Communication DATI Assistive Technology Facts Augmentative and Alternative Communication I may not like what you have to say, but I ll defend to the death your right to say it. - Voltaire What is assistive technology?

More information

Care Pathway for Rehabilitation Team (Following allocation of Cochlear Implant surgery date)

Care Pathway for Rehabilitation Team (Following allocation of Cochlear Implant surgery date) Care Pathway for Rehabilitation Team (Following allocation of Cochlear Implant surgery date) Home information session (Carried out by a member of the CI team) Rehabilitationist allocated to family Cochlear

More information

Special Education Program Descriptions School-Based Program Delivery Model

Special Education Program Descriptions School-Based Program Delivery Model Special Education Program Descriptions School-Based Program Delivery Model Resource Room Services Resource Room Services, available in all MCPS schools, provide students with disabilities with the support

More information

SPECIAL EDUCATION AND RELATED SERVICES

SPECIAL EDUCATION AND RELATED SERVICES i SPECIAL EDUCATION AND RELATED SERVICES Updated May 2008 i It is the policy of the South Dakota Department of Education, Office of Educational Services and Supports to provide services to all persons

More information

Say What.. Working with people with complex communication needs. October 2014

Say What.. Working with people with complex communication needs. October 2014 Say What.. Working with people with complex communication needs October 2014 Todays presentation Communication Complex Communication needs Behaviour AAC Strategies Key Word Sign Role of the Speech Pathologist

More information

Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP

Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP Martha Kinney, MA CCC-SLP Wendy Solomon, MA CCC-SLP Learn More at www.thespeechvine.com Communication Disorders Speech Disorders Articulation Apraxia of Speech Fluency/Stuttering Voice Language Disorders

More information

ALLEN CROCKER SPEAKER SERIES LECTURE

ALLEN CROCKER SPEAKER SERIES LECTURE ALLEN CROCKER SPEAKER SERIES LECTURE AUGMENTATIVE COMMUNICATION Strategies and tools to support the speech, language, and social development in individuals with Down syndrome Goal Facilitate clear, intelligible

More information

Hanen Programs: A Mediator Model for

Hanen Programs: A Mediator Model for Hanen Programs: A Mediator Model for Early Language Intervention Toby Stephan, MA, CCC-SLP The Hanen Centre Part C IDEA Congress recognized an urgent need to: enhance the development of infants and toddlers

More information

LANGUAGE SCREENING UCSF PEDIATRIC RESIDENT CONTINUITY CLINIC LECTURE WEEK OF SEPTEMBER14, Stephanie Lowe, MD Kaiser Permanente, San Francisco

LANGUAGE SCREENING UCSF PEDIATRIC RESIDENT CONTINUITY CLINIC LECTURE WEEK OF SEPTEMBER14, Stephanie Lowe, MD Kaiser Permanente, San Francisco LANGUAGE SCREENING UCSF PEDIATRIC RESIDENT CONTINUITY CLINIC LECTURE WEEK OF SEPTEMBER14, 2009 Stephanie Lowe, MD Kaiser Permanente, San Francisco OBJECTIVES Understand normal language development in children

More information

AACCESSING COMMUNICATION

AACCESSING COMMUNICATION Indiana Council of Administrators of Special Education (ICASE) Fall Conference 2016 AACCESSING COMMUNICATION Assessment and Funding Considerations for AAC Service Delivery YOUR PRESENTERS TODAY Speaker

More information

Multi-Modal Communication in School-Age Children with Autism Spectrum Disorders

Multi-Modal Communication in School-Age Children with Autism Spectrum Disorders University of Akron: Ohio s Polytechnic University IdeaExchange@UAkron Honors Research Projects The Dr. Gary B. and Pamela S. Williams Honors College Spring 2015 Multi-Modal in School-Age Children with

More information

Belmont Public Schools Special Education Programs

Belmont Public Schools Special Education Programs Belmont Public Schools Special Education Programs Preschool Program School: Belmont system wide Population Served: Special Education Students Aged 3 5 Grade: Pre K Program Description: This program is

More information

Pragmatic Organization Dynamic Display (PODD) Communication Books: A Promising Practice for Individuals With Autism Spectrum Disorders

Pragmatic Organization Dynamic Display (PODD) Communication Books: A Promising Practice for Individuals With Autism Spectrum Disorders Unless otherwise noted, the publisher, which is the American Speech-Language- Hearing Association (ASHA), holds the copyright on all materials published in Perspectives on Augmentative and Alternative

More information

Indiana Content Standards for Educators

Indiana Content Standards for Educators Indiana Content Standards for Educators EXCEPTIONAL NEEDS DEAF/HARD OF HEARING of hearing are expected to have a broad and comprehensive understanding of the knowledge and skills needed for this educator

More information

General Therapies for Individuals with Autism

General Therapies for Individuals with Autism General Therapies for Individuals with Autism Speech and Language Pathology Speech- language therapy entails the assessment, diagnosis, treatment, and helping to prevent speech, language, cognitive, communication,

More information

Children with Down syndrome. Delay in speech development. Early intervention. AAC systems AAC 11/17/2010

Children with Down syndrome. Delay in speech development. Early intervention. AAC systems AAC 11/17/2010 Children with Down syndrome Effects of Early AAC Intervention for Children with Down Syndrome Janice Light & Kathryn Drager Communication Sciences and Disorders Penn State University Seminar presented

More information

Transdisciplinary Play-Based Assessment in a Child Find Setting

Transdisciplinary Play-Based Assessment in a Child Find Setting Transdisciplinary Play-Based Assessment in a Child Find Setting Metro Speech/Language Symposium February 3-4, 2011 Ellen Gilman, MA, CCC-SLP Jeanine Coleman, PhD Denver Public Schools Goals of the Presentation

More information

Supporting Bilingual Language Development in Young Children: Research Update and Recommendations for Parents and Professionals

Supporting Bilingual Language Development in Young Children: Research Update and Recommendations for Parents and Professionals Supporting Bilingual Language Development in Young Children: Research Update and Recommendations for Parents and Professionals HELP Group Summit October 24, 2015 Presenter Marian E. Williams, PhD Associate

More information

Manual signs: what does research tell?

Manual signs: what does research tell? Manual signs: what does research tell? ISAAC Nordic Research Symposium 2011 May 24 th 2011, Göteborg, Sverige 19.7.2011 1 Manual signs: what does research tell? Top-down bottom-up research do theories

More information

Using an ipad for Aided Communication Nancy Harrington, M.A., CCC-SLP Assistant Regional Coordinator/Clinical Instructor

Using an ipad for Aided Communication Nancy Harrington, M.A., CCC-SLP Assistant Regional Coordinator/Clinical Instructor Using an ipad for Aided Communication Nancy Harrington, M.A., CCC-SLP Assistant Regional Coordinator/Clinical Instructor FAAST Atlantic Region Assistive Technology Demonstration Center University of Central

More information

Childhood Apraxia of Speech Resource Guide

Childhood Apraxia of Speech Resource Guide Childhood Apraxia of Speech Resource Guide By Libby Kumin, Ph.D., CCC-SLP Loyola College, Columbia, MD What is Childhood Apraxia of Speech? CAS is a motor speech disorder where children have difficulty

More information

Speech-Language Pathology Interventional Services for Autism Spectrum Disorders

Speech-Language Pathology Interventional Services for Autism Spectrum Disorders Last Review Date: September 11, 2015 Number: MG.MM.ME.45bv2 Medical Guideline Disclaimer Property of EmblemHealth. All rights reserved. The treating physician or primary care provider must submit to EmblemHealth

More information

Speech Language Pathology Augmentative Communication Evaluation

Speech Language Pathology Augmentative Communication Evaluation Speech Language Pathology Augmentative Communication Evaluation Request for Speech Generating Device (SGD) Funding: Name: DOB: Address: Medical Diagnosis: Date of Onset: Birth Medicaid/Medicare/Insurance

More information

Participants will: -have an understanding of the importance of early diagnosis and be able to identify early symptoms -be aware of the complexity of

Participants will: -have an understanding of the importance of early diagnosis and be able to identify early symptoms -be aware of the complexity of Participants will: -have an understanding of the importance of early diagnosis and be able to identify early symptoms -be aware of the complexity of making a diagnosis and the need for evidence based treatment

More information

University of Michigan Health System

University of Michigan Health System University of Michigan Health System Your Child Speech and Language Delay and Disorder What are speech/language delays and disorders? Speech is the sound that comes out of our mouths. When it is not understood

More information

for Proloquo2Go Introductory Manual by Joan Bruno, Ph.D., CCC-SLP 2015 Communication Technology Resources Highlands, NJ, USA

for Proloquo2Go Introductory Manual by Joan Bruno, Ph.D., CCC-SLP 2015 Communication Technology Resources Highlands, NJ, USA for Proloquo2Go Introductory Manual by Joan Bruno, Ph.D., CCC-SLP 2015 Communication Technology Resources Highlands, NJ, USA www.aaccorweword.com What is Gateway? An Introduction to Gateway Gateway to

More information

Pennsylvania Assistive Technology Consultant Competencies

Pennsylvania Assistive Technology Consultant Competencies Pennsylvania Assistive Technology Consultant Competencies August 2012 Pennsylvania Assistive Technology Consultant Competencies Introduction Assistive Technology Devices and Services The Pennsylvania Department

More information

PART I DEPARTMENT OF PERSONNEL SERVICES 6.347 STATE OF HAWAII 6.348... 6.349 6.350 Class Specification for the SPEECH PATHOLOGY SERIES

PART I DEPARTMENT OF PERSONNEL SERVICES 6.347 STATE OF HAWAII 6.348... 6.349 6.350 Class Specification for the SPEECH PATHOLOGY SERIES PART I DEPARTMENT OF PERSONNEL SERVICES 6.347 STATE OF HAWAII 6.348............................. 6.349 6.350 Class Specification for the SPEECH PATHOLOGY SERIES This series includes all classes of positions

More information

SO, HOW DOES IT WORK?

SO, HOW DOES IT WORK? Communication Supports Inventory-Children and Youth (CSI-CY) for children who rely on augmentative and alternative communication (AAC) Charity Rowland, Ph. D., Melanie Fried-Oken, Ph. D., CCC-SLP and Sandra

More information

Communication Sciences Disorders (CSD)

Communication Sciences Disorders (CSD) Communication Sciences Disorders (CSD) COMMUNICATION SCIENCES & DISORDERS (CSD) 506. Voice and Voice Disorders. Credit 3 hours. A study of the organic and functional disorders of voice; etiologies and

More information

Developing AAC Competence in Children with Complex Communication Needs

Developing AAC Competence in Children with Complex Communication Needs Developing AAC Competence in Children with Complex Communication Needs April B. Furr, M.S., CCC-SLP Elizabeth Motteler, M.Ed., CCC-SLP Celeste Helling, M.A., CCC-SLP, ATP North Carolina Assistive Technology

More information

ROLES AND RESPONSIBILITIES. IEP Team Member Roles and Responsibilities

ROLES AND RESPONSIBILITIES. IEP Team Member Roles and Responsibilities ROLES AND RESPONSIBILITIES IEP Team Member Roles and Responsibilities AT decisions surrounding identification of AT needs and implementation of AT are best made in cooperation and collaboration with individuals

More information

AAC & Autism: ipads, iphones, & Tablets as AAC Devices

AAC & Autism: ipads, iphones, & Tablets as AAC Devices AAC & Autism: ipads, iphones, & Tablets as AAC Devices Ben Satterfield, Ed.D. Georgia Tools for Life What Is AAC? Augmentative & Alternative Communication (AAC) ASHA describes AAC as an area of clinical

More information

General Information about CU-Boulder

General Information about CU-Boulder 1 University of Colorado Providing Academic and Research Excellence in the Science Field of Speech-Language Pathology Vernon B. Ingraham, 33, Grand Cross Executive Secretary Scottish Rite Foundation of

More information

School-based Support Personnel

School-based Support Personnel L. SUPPORT SERVICES School-based Support Personnel Yukon Education provides both professional and paraprofessional support to schools to address the diverse learning of students. Learning Assistance Program

More information

TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools

TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools I. Definition and Overview Central Consolidated School District No. 22 TECHNICAL ASSISTANCE AND BEST PRACTICES MANUAL Speech-Language Pathology in the Schools Speech and/or language impairments are those

More information

STUDENT INFORMATION FORM. Student Name: Date of Birth: Age: School: Behavior Disordered. Type of Service Hours Per Week Name of Provider

STUDENT INFORMATION FORM. Student Name: Date of Birth: Age: School: Behavior Disordered. Type of Service Hours Per Week Name of Provider Georgia Project for Assistive Technology Division for Special Education Services and Supports 1870 Twin Towers East Atlanta, GA 30334 Phone: 404-463-5288 FAX: 404-651-6457 Website: www.gpat.org STUDENT

More information

CAREGIVER GUIDE TO SELECTING VOCABULARY FOR CHILDREN

CAREGIVER GUIDE TO SELECTING VOCABULARY FOR CHILDREN CAREGIVER GUIDE TO SELECTING VOCABULARY FOR CHILDREN WHY IS VOCABULARY SELECTION IMPORTANT? Augmented communicators who are not able to spell messages have to depend upon the vocabulary decisions of others

More information

Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child

Northeast Metro 916. Auditory/Oral Program. Engaging The Whole Child Northeast Metro 916 Auditory/Oral Program Engaging The Whole Child Welcome to Northeast Metro 916 Auditory/Oral Program I am proud of what our program has accomplished for children and families in the

More information

McKee Music Therapy Services LLC Christine McKee, MT-BC, NMT Executive Director

McKee Music Therapy Services LLC Christine McKee, MT-BC, NMT Executive Director American Music Therapy Association, Inc. MUSIC THERAPY AND INDIVIDUALS WITH DIAGNOSES ON THE AUTISM SPECTRUM What is Music Therapy? Music therapy is a well-established allied health profession similar

More information

Guide for families of infants and children with hearing loss

Guide for families of infants and children with hearing loss With early detection, Early Intervention can begin! Guide for families of infants and children with hearing loss Birth to 3 2008 Cover photograph Geneva Marie Durgin was born January 20, 2007. She lives

More information

SPEECH OR LANGUAGE IMPAIRMENT

SPEECH OR LANGUAGE IMPAIRMENT I. DEFINITION "Speech or Language Impairment" means a communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child's educational

More information

Michele Caputo Boruta Merrimack, NH. Kara Bidstrup Prentke Romich Company San Diego, CA. Abstract

Michele Caputo Boruta Merrimack, NH. Kara Bidstrup Prentke Romich Company San Diego, CA. Abstract This article is the original, accepted version of the article as submitted by the author to The American Speech- Language- Hearing Association for publication. The citation for the final published version

More information

DESCRIPTION OF CLINICAL HOURS REQUIREMENTS SPEECH-LANGUAGE PATHOLOGY

DESCRIPTION OF CLINICAL HOURS REQUIREMENTS SPEECH-LANGUAGE PATHOLOGY DESCRIPTION OF CLINICAL HOURS REQUIREMENTS SPEECH-LANGUAGE PATHOLOGY CLINICAL ACTIVITIES I. CLINICAL OBSERVATION (No specific hours requirement) Observation is intended to serve as an important preparatory

More information

Music therapy. Autism

Music therapy. Autism Music therapy & Autism Rachel See Smith, MA, MT-BC Board-Certified Music Therapist Music Therapy Services of Austin musictherapyservices.net Information from the American Music Therapy Association (AMTA)

More information

Meeting Communication and Learning Challenges with Assistive Technology

Meeting Communication and Learning Challenges with Assistive Technology Ontario Association for Families of Children with Communication Disorders OAFCCD Meeting Communication and Learning Challenges with Assistive Technology Assistive technology (AT) - also known as adaptive

More information

CALIFORNIA SPECIAL EDUCATION MANAGEMENT INFORMATION SYSTEM (CASEMIS) SERVICE DESCRIPTIONS. San Diego Unified SELPA

CALIFORNIA SPECIAL EDUCATION MANAGEMENT INFORMATION SYSTEM (CASEMIS) SERVICE DESCRIPTIONS. San Diego Unified SELPA 210 Family training, counseling, and home visits(ages 0-2 only): This service includes: services provided by social workers, psychologists, or other qualified personnel to assist the family in understanding

More information

Use of iphone AAC Software for Brain Injury and Stroke Patients

Use of iphone AAC Software for Brain Injury and Stroke Patients Use of iphone AAC Software for Brain Injury and Stroke Patients Katherine Knarr, B.S. Miriam Leuin, B.A. Daniel Zarakov, B.A Katelynn Kapki, B.S. Wendy Quach, Ph.D., CCC-SLP Objectives To identify patients

More information

Introduction to the Expressive and Receptive Communication Inventory for Emerging Language Learners

Introduction to the Expressive and Receptive Communication Inventory for Emerging Language Learners Introduction to the Expressive and Receptive Communication Inventory for Emerging Language Learners Determining appropriate communication goals is one of the most important aspects of an educational program

More information

Promoting Communication Skills in Students with Significant Cognitive Disabilities

Promoting Communication Skills in Students with Significant Cognitive Disabilities NCSC Brief #4 NCSC Brief Number 4 August 2015 Promoting Skills in Students with Significant Cognitive Disabilities Introduction The ability to communicate is an essential skill for access to the general

More information

Griswold Elementary School

Griswold Elementary School Griswold Elementary School G.E.S. Autism Spectrum Disorder Enrichment Program Griswold Elementary School 303 Slater Avenue Griswold, Connecticut 06351 Mission Statement The primary mission of the Griswold

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document

More information

Infant & Toddler Connections of Virginia DRAFT Provider Qualifications 1 Table

Infant & Toddler Connections of Virginia DRAFT Provider Qualifications 1 Table Infant & Toddler Connections of Virginia DRAFT Provider Qualifications 1 Table Audiologist Master s degree plus state licensure Specialist Associate Assistant Screening Audiology, Certified Therapeutic

More information

AAC Intervention as an Immersion Model

AAC Intervention as an Immersion Model Chapman University Chapman University Digital Commons Communication Sciences and Disorders Faculty Articles and Research Communication Sciences and Disorders 2-2014 AAC Intervention as an Immersion Model

More information

Dynamic Therapy Associates. Holly Schneider, MA CCC-SLP. Purpose of Our Project. Agenda Part One

Dynamic Therapy Associates. Holly Schneider, MA CCC-SLP. Purpose of Our Project. Agenda Part One A Dynamic AAC Goals Planning Guide: Addressing Competence across Ability Levels Vicki Clarke, MS CCC-SLP President Dynamic Therapy Associates, Inc Holly Schneider, MA CCC-SLP AAC Implementation Specialist

More information

The Care of the Child with Down Syndrome: Otolaryngologic Considerations. Libby Kumin, Ph.D., CCC-SLP Loyola University Maryland Baltimore MD

The Care of the Child with Down Syndrome: Otolaryngologic Considerations. Libby Kumin, Ph.D., CCC-SLP Loyola University Maryland Baltimore MD The Care of the Child with Down Syndrome: Otolaryngologic Considerations Libby Kumin, Ph.D., CCC-SLP Loyola University Maryland Baltimore MD Disclosure Statement In the past 12 months, I have not had a

More information

Integrating Therapy into the Classroom

Integrating Therapy into the Classroom Individualizing Inclusion in Child Care November 2001 Integrating Therapy into the Classroom R. A. McWilliam Stacy Scott Findings from research: Over time, families who were given a choice between in-

More information

How is music a form of therapy for people with neurodisabilities?

How is music a form of therapy for people with neurodisabilities? How is music a form of therapy for people with neurodisabilities? Yehudi Menuhin once said: Music is a therapy. It is a communication far more powerful than words, far more immediate, far more efficient.

More information

TODDLERS Learning Objectives

TODDLERS Learning Objectives TODDLERS Learning Objectives Alignment with MN Early Learning Guidelines Birth to Three PLAYBOOK Toddlers Learning Objectives Social and Emotional Development Form and Maintain Relationships Toddlers develop

More information

CIGNA Autism Education Series

CIGNA Autism Education Series CIGNA Autism Education Series Developing Early Communication Skills in Toddlers & Young Children with Autism Spectrum Disorder (ASD) and Limited Language July 14, 2011 Moira Lewis, M.S. CCC-SLP Speech

More information

TOOLS for DEVELOPING Communication PLANS

TOOLS for DEVELOPING Communication PLANS TOOLS for DEVELOPING Communication PLANS Students with disabilities, like all students, must have the opportunity to fully participate in all aspects of their education. Being able to effectively communicate

More information

2011-12 STATE SUMMARY Gallaudet Research Institute * 800 Florida Avenue, NE * Washington, DC 20002 202-651-5575 * 1-800-451-8834 ext 5575 Page 1 of 12

2011-12 STATE SUMMARY Gallaudet Research Institute * 800 Florida Avenue, NE * Washington, DC 20002 202-651-5575 * 1-800-451-8834 ext 5575 Page 1 of 12 202-651-5575 * 1-800-451-8834 ext 5575 Page 1 of 12 AGE Louisiana South Nation Information NOT reported 2 1.4 210 2.2 588 2.5 Total known information 137 100.0 9172 100.0 23143 100.0 Under 3 years of age

More information

Early Intervention For children ages 0-3 years

Early Intervention For children ages 0-3 years Early Intervention For children ages 0-3 years IDEA 2004 AND CHILDREN WHO ARE DEAF OR HARD OF HEARING Early intervention, serving children from birth to age 3, is required by law. Public law 94-142 was

More information

Accessing Augmentative Communication for Children with Severe Physical or Multiple Disabilities by Susan Agrawal

Accessing Augmentative Communication for Children with Severe Physical or Multiple Disabilities by Susan Agrawal www.complexchild.com Accessing Augmentative Communication for Children with Severe Physical or Multiple Disabilities by Susan Agrawal Again and again, I hear about children who don t have augmentative

More information

Making AAC Work in the Classroom ST LUKES ELKS CHILDREN S REHAB

Making AAC Work in the Classroom ST LUKES ELKS CHILDREN S REHAB Making AAC Work in the Classroom ANNE KUHLMEIER, M.A., CCC/SLP, ATP ST LUKES ELKS CHILDREN S REHAB AKUHLMEIER@ELKSREHAB.ORG What words do children and adults really use to communicate? 78% of the words

More information

Learning Technology and Diverse Students: A Classroom Resource Guide for School Teachers

Learning Technology and Diverse Students: A Classroom Resource Guide for School Teachers Learning Technology and Diverse Students: A Classroom Resource Guide for School Teachers Fangfang Wen Introduction Learning technology could be a useful tool to help teachers meet diverse students needs.

More information

1. Children with SLI are usually late in their acquisition of first words: 2. Children with SLI are usually late to produce word combinations:

1. Children with SLI are usually late in their acquisition of first words: 2. Children with SLI are usually late to produce word combinations: By Lauren Lowry Hanen Certified Speech-Language Pathologist and Hanen Staff Member Research has uncovered several factors which predict persistent difficulties with language for late talking children.

More information

Introduction to the Infant & Toddler Developmental Guidelines. Presented by: Arizona Department of Education Early Childhood Education Section

Introduction to the Infant & Toddler Developmental Guidelines. Presented by: Arizona Department of Education Early Childhood Education Section Introduction to the Infant & Toddler Developmental Guidelines Presented by: Arizona Department of Education Early Childhood Education Section 1 2 Objectives Explore Arizona s Infant & Toddler Developmental

More information

Braintree Public Schools A Parent s Guide to Special Education Programs

Braintree Public Schools A Parent s Guide to Special Education Programs Braintree Public Schools A Parent s Guide to Special Education Programs The purpose of this guide is to provide a general overview of programs and specialized services that are available at the pre-school,

More information

Tool for Analysis of Language and Communication (TALC)

Tool for Analysis of Language and Communication (TALC) Tool for Analysis of Language and Communication (TALC) Language Sampling Tool for Multimodal Communicators Student: Date: Partner Name / Relationship Activity: Learning Context: SG= Small Group, LG= Large

More information

Service Delivery Models

Service Delivery Models Service Delivery Models Anne Arundel County Public Schools (AACPS) is committed to educational excellence by "Elevating all Students, Eliminating all Gaps." To that end, AACPS offers a full continuum of

More information

Cigna Autism Awareness: AAC May 8, 2014

Cigna Autism Awareness: AAC May 8, 2014 Augmentative and Alternative Communication (AAC) and Autism Spectrum Disorders Melissa L. Olive, Ph.D., BCBA-D LLC Follow our blog: www.appliedbehavioralstrategies.wordpress.com We keep a list of apps

More information

WHOLE CLASS APPROACH TO TEACHING COMMUNICATION USING LAMP AND MINSPEAK. Ellen Winchester and Matt Kocher

WHOLE CLASS APPROACH TO TEACHING COMMUNICATION USING LAMP AND MINSPEAK. Ellen Winchester and Matt Kocher WHOLE CLASS APPROACH TO TEACHING COMMUNICATION USING LAMP AND MINSPEAK Ellen Winchester and Matt Kocher Overview Background & Terminology What is LAMP? Barriers to and predictors of success in high tech

More information

therapy intake form general information: / / M / F

therapy intake form general information: / / M / F The Madison Center requests this information for the purpose of completing a thorough evaluation with your child. Depending on your child s abilities, some questions may not be applicable. general information:

More information

Autism Spectrum Disorders: Transition learning and development statement. Introduction

Autism Spectrum Disorders: Transition learning and development statement. Introduction 5.1 Autism Spectrum Disorders: Transition learning and development statement Introduction Starting school is usually an exciting and much anticipated time for parents and their children. However, this

More information

AAC IN THE CLASSROOM FOR STUDENTS WITH AUTISM

AAC IN THE CLASSROOM FOR STUDENTS WITH AUTISM AAC IN THE CLASSROOM FOR STUDENTS WITH AUTISM Jennifer Thomas, M.Ed., CCC-SLP Speech Language Pathologist Assistive Technology Team Houston County School System WHAT IS AAC? Augmentative and alternative

More information

Educational Interpreter/Transliterator for Ages 3-21

Educational Interpreter/Transliterator for Ages 3-21 Appendix F. New Hampshire Certification Requirements for Educational Interpreters/Transliterators and for Special Education Teachers in the Area of Deaf and Hearing Disabilities Educational Interpreter/Transliterator

More information

The Power of Sign: Enhancing Oral Communication with Young Children with Typical Hearing

The Power of Sign: Enhancing Oral Communication with Young Children with Typical Hearing Southern Illinois University Carbondale OpenSIUC Research Papers Graduate School 2011 The Power of Sign: Enhancing Oral Communication with Young Children with Typical Hearing Tisha M. Jantzen Southern

More information

Assistive Technology Solutions for Communication

Assistive Technology Solutions for Communication Assistive Technology Solutions for Communication Heather Blalock, MA., CCC-SLP MNPS - Assistive Technology Team IDEA states that assistive technology is any item, piece of equipment or product system,

More information

Standards for the Speech-Language Pathologist [28.230]

Standards for the Speech-Language Pathologist [28.230] Standards for the Speech-Language Pathologist [28.230] STANDARD 1 - Content Knowledge The competent speech-language pathologist understands the philosophical, historical, and legal foundations of speech-language

More information

Speech-Language Pathologist Services

Speech-Language Pathologist Services Speech-Language Pathologist Services Who are Speech-Language Pathologists? School Speech-Language Pathologists are members of the Professional Services Team of the Halton District School Board. All have

More information

Receptive Input First

Receptive Input First Writing IEP Goals for Emergent Communicators Remembering the Intent of Augmentative Communication: Communicative Autonomy Linda Burkhart linda@lindaburkhart.com Gayle Porter Gayle.porter@cpec.com.au Enable

More information

Student Name: What do you expect InterACT to provide?

Student Name: What do you expect InterACT to provide? InterACT Team Interdisciplinary Augmentative Communication and Technology Team Montgomery County Public Schools Lynnbrook Annex 7921 Lynnbrook Drive Bethesda, MD 20814 301 657-4929 Fax 301 657-4969 Preview

More information