Movement Matters! The Motor Aspect of Language Learning in AAC
8:00 AM - 9:00 AM, Room: Utopia B
David Kay , M.Ed., OTR, Occupational Therapist, Augmentative Communication Specialist
Prentke Romich Company

One of the most often overlooked considerations when organizing vocabulary for an augmentative communication (AAC) system is the impact of motor planning and motor performance for the new AAC user. These motor considerations are most often seen as secondary and relevant only when evaluating access to the AAC system. During this session we'll explore the motor components as primary to language learning and communicative efficiency in AAC. Relevant physiology will be discussed, the concept of 'location learning' will be introduced, and strategies will be offered for augmented communicators across a range of communicative and cognitive abilities.

The Core Vocabulary Classroom: Doing More With Less
8:00 AM - 9:00 AM, Room: Utopia C
Brittany Arrington, MS Speech-Language Pathologist, AACell, Inc. and Gail M. VanTatenhove, PA, Speech-Language Pathologist, AACell, Inc.

Children with very complex communication needs are capable of communicating if provided with appropriate AAC strategies and systems which build on their need for simple, repetitive routine and interaction. This presentation describes a strategy for using a set of 150 words as the core vocabulary for communication in the classroom and home environments. A curriculum for teaching these words, developed as part of the Pixon Project Kit, will be presented. The Pixon Project was a two-year international project which resulted in the development of a "kit," including a curriculum, manual communication boards, and other educational supports. Individual and group activities are used to help participants practice using core vocabulary in story re-telling activities and other educational routines.

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A Special Town Hall Meeting Learn more... (1.98 MB .PDF)
12:00 PM - 1:00 PM, Room: Utopia A

Who is invited: All stakeholders in the AAC process: consumers of AAC products, SLPs, OTs, PTs, teachers, researchers, vendors, families and caregivers.What are the current barriers to consumers getting AAC? Let's work together to overcome them.

Augmentative Alternative Communication Device Use with Deaf or Blind Students
1:30 PM - 2:30 PM, Room: Utopia C
Karin Taylor, OTD, Registered Occupational Therapist

An effective means of communicating across settings is critical for participating in a meaningful way with others. Prentke Romich Augmentative Alternative Communication (AAC) devices have proven effective for several students at the Colorado School for the Deaf and Blind, whose sensory deficits impact the requirements in the selection of AAC. Four case studies are presented: a preschooler with a visual impairment, a middle schooler and a high schooler with hearing and cognitive impairments, and a high schooler with visual, cognitive, and physical impairments. Other potential students and devices are discussed, as well as tips and selection considerations for those with hearing and visual impairments. Training successes and challenges are shared.

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Matching Children & AAC: Collecting Evidence on Language Competence
1:30 PM - 2:30 PM, Room: Utopia C
Katya Hill, Ph.D., CCC-SLP, Associate Professor, University of Pittsburgh

How do teams document that augmentative and alternative communication (AAC) decisions are evidence-based when matching children with complex communication needs to AAC interventions? The application of the principles of evidence-based practice (EBP) to guide an AAC evaluation will be discussed that focuses on evaluating language competence. Ensuring that families are fully informed of all options is important to the EBP process, assessment of language, and AAC system trials. Language competence is one of the most critical areas influencing the effectiveness of AAC interventions. Case study data are presented to demonstrate evaluation and data collection procedures for children using AAC who are transitioning through one of three stages: 1) pragmatics to semantics, 2) semantics to syntax, and 3) phonology to metaphonology. For each case, an overview of the external evidence on the transitional stage will provide a model for assessing language competence and the Matching Person & Technology (MPT) process. Specifically, decisions about the variables clinicians manipulate in regards to instructional approaches and AAC technology is highlighted focusing on vocabulary and how language is represented and generated. Procedural protocols for evaluating language competence and the MPT process are examined. Methods and resources to collect performance and outcomes data are compared.

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Supporting Students using Robust AAC Devices in General Education Classrooms
2:45 PM - 3:45 PM, Room: Utopia C
Gail M. VanTatenhove, PA, Speech-Language Pathologist, AACell, Inc .

All teachers use a variety of strategies to interact with their students. For key points in lessons, they define terms, explain events, and discuss ideas. Afterwards, they test student knowledge with direct questions (i.e., referential questions) that have one right answer (e.g., Who is the president of the United States?) and open-ended questions (i.e., descriptive questions) which involve more integration of information (e.g., What makes this president unique in American history?). This presentation will describe a descriptive teaching process for helping teachers understand and emphasize the use of descriptive teaching with students using AAC devices in general education classes. The focus will be on the process of teacher buy-in through collaborative development of classroom lessons, implementation of visual support strategies, and training on critical communication partner skills. This presentation will show how this approach spares the SLPs, teacher, or parent from never-ending programming of temporary vocabulary and encourages frequent and practical use of the student's permanent vocabulary, how it increases teacher expectations and ability to help coach students to use their AAC devices within the classroom, and how it encourages deeper learning by the student by helping the student build additional language connections and concepts.

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My Life Without and With AAC
4:00 PM - 5:00 PM, Room: Utopia B
Bac Shelton, Consultant/Device User

My name is Bac Shelton from Ocean Springs, Mississippi. I live in Starkville, home of the Mississippi State University. I was born in Vietnam in 1970 and came to this country when I was 2 or 4 years old. I could not walk or do anything on my own. I received physical therapy at Keesler Air Force Base in Biloxi and learned how to walk. I went from one special Ed class to another until one special teacher recognized my abilities and fought to have me placed in a regular 1st grade classroom. I was 8 years old. I received the same amount of homework & took the same tests as all the other kids. The teachers gave me some more time on a test if I did not finish it on time. Throughout my childhood life, the other kids made fun of me calling all kind of names. I fought only twice for those particular problems. My family moved from Biloxi to Ocean Springs in 1982. I made more friends in the Ocean Springs schools than in Biloxi, but I came across the same problems where kids made fun of me. I learned to ignore them this time.

Integration of Assistive Technology and Augmentative Communication Into the Classroom

Explore strategies that will assist in the effective implementation of AAC devices into the classroom curriculum. This session will demonstrate the ability to easily use devices to interact with common classroom technology as well as specialized computer programs to promote literacy.

Presenters: Jane Odom, Prentke Romich Company and Jerolyn Allen, Litchfield Elementary School District, Litchefield Park, AZ

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The Unity® Toolset: Making Unity Simple and Easy

The Unity® Toolset is a collection of software features that make learning the Unity icon based communication system easy to learn.

Presenter: Russell Cross, PRC

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Vocabulary Building in AAC: A Tool for Seamless Vocabulary Growth

Individuals are often challenged with learning the location of vocabulary on AAC. A tool to address this need, Vocabulary Builder, will be discussed and demonstrated.

Presenters: Kara Bidstrup, Joan Sharp and Margaret Perkins, Prentke Romich Company (PRC)

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Introduction of Vocabulary Symbols at an Early Age: What is the Outcome?

Symbol use at an early age will be discussed along with video of an AAC user with access to abstract symbols before age three.

Presenters: Margaret Perkins, Prentke Romich Company and Christine Hurtubise, Pediatric Therapy Network

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