Day 1: AAC Connect Workshop [Recorded]

COURSE NUMBER: ABIO2330

WHEN: Available September 5, 2023 – September 5, 2028

WHERE: Available under “Course Content” at the bottom of this page.

DESCRIPTION: This session discussed alternative and augmentative communication (AAC) evaluation, assessment, and treatment. The course discussed AAC candidacy, device selection, trials, feature matching, and culturally competent practices. We analyzed diverse AAC cases to identify challenges and successful outcomes, equipping learners with valuable insights to enhance their professional skills.

Who This Course Is Good For:

Any ASHA member, CCC holder, or other professional that is licensed or credentialed to practice speech-language pathology (SLP) or audiology or preparing to earn ASHA CEUs.
A professional who works with pediatric clients that have limited natural speech.
A professional who works with pediatric clients that use augmentative and alternative communication (AAC) systems or may be good candidates for AAC.

Who This Course Isn’t Good For:

Any professional who does not work with clients who use AAC or that could benefit from AAC.
Any professional that does not currently work with any pediatric clients or plan to in the near future.

Presenters:

Venita Litvack, M.A, CCC-SLP (she/her)

Venita is an Assistive Technology (AT) Consultant in south Florida. She has a passion for using AAC, AT, and literacy to support individuals with complex communication needs. Venita has delivered poster presentations on several topics related to AAC at ASHA and co-presented several ASHA CEU accredited courses.

Anne Page MS, CCC-SLP (she/her)

Anne is an ASHA certified speech-language pathologist with a Masters of Science from Nova Southeastern University. She’s an award-winning blogger and international speaker. She has been an SLP at at a Title 1 school for 11 years, and works as a district AAC specialist. Anne is passionate about AAC. She loves the challenge of finding the best communication support system for her students.

Vicki Clarke MS, CCC-SLP (she/her)

Vicki Clarke is the CEO of Dynamic Therapy Associates, Inc (DTA Inc.), a speech-language pathology clinic specializing in AAC. She is the Director of DTA Schools, a division of DTA Inc, which provides individual student, classroom, and district-wide AAC services for consultation, assessment, training, curriculum development, and equipment procurement in multiple public school districts. Additional professional activities include professional consultation and training through publications, workshops, and presentations at local, state, and national conferences in the areas of augmentative communication, speech-language pathology, special education, and Autism.

Tiffany Joseph, BS (she/they)

Tiffany is the creator of the social media platforms, Nigh Functioning Autism. Tiffany is a single mother of three neurodivergent teens. Tiffany is Autistic, diagnosed in they late teens. However, Tiffany was diagnosed with other conditions in elementary school, like central auditory processing disorder and ADHD. Tiffany also has epilepsy and OCD as is hard of hearing. As such, Tiffany uses many ways to communicate like ASL, mouth words, high-tech AAC and other ways depending on how accessible speech and memory is to Tiffany at the moment. Tiffany works in special education or more preferred, ‘accessible education’, as a paraeducator for elementary school and a communication teacher/ partner to mostly teen and young adult Autistic nonspeakers. Tiffany’s passion in the disability space is communication and education rights for people of all disabilities. Tiffany specifically loves teaching how to implement high-tech speech generating devices in schools and homes.

Ivonne Aguirre-Hernandez, MS., CCC-SLP (she/her)

Ivonne Aguirre-Hernandez holds a B.S. in special education and rehabilitation, a B.S. in communication disorders and a M.S. degree in Speech and Language pathology from the University of Arizona. Ivonne has over 20 years of experience working in a wide range of settings including in-home early intervention, private practice, and in the public schools. She currently works for Tucson Unified School district (TUSD) as a bilingual clinician and as a member of their Assistive Technology Team, as well as taking on the role of AAC coach. This past year she created a district wide AAC coaching program to support both professionals and parents in her district, which is the second largest in the state of AZ, and has 80% minority enrollment. Her passions include Augmentative/Alternative Communication (AAC), bilingualism and working with children with complex communication needs. Ivonne believes in interprofessional collaboration as a tool to holistically support students with complex needs. She works closely with teachers and families to educate, train and support implementation of AAC in all environments. Outside of the schools, Ivonne has ample experience presenting locally, regionally, and internationally to SLPs, other professionals, and parents.

Disclosure Statements

Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series.

Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA.

Anne Page has the following relevant financial relationships to disclose: Anne Page is founder of the “Beautiful Speech Life” website, which sells materials and trainings for SLPs who work with AAC. She also receives honorarium for speaking at this event.

Anne Page has the following nonfinancial relationships to disclose: Anne is creator of the Beautiful Speech Life blog.

Vicki Clarke has the following relevant financial relationships to disclose: Vicki is a co-owner of Dynamic Therapy Associates, offering private therapy, school-based contracts and AAC-related products. She also receives honorarium for speaking at this event.

Vicki Clarke has the following nonfinancial relationships to disclose: Vicki consults pro bono for various speech-generating device manufactures, app developers (educational, AAC and speech pathology related). She regularly shares information and resources regarding special education, AAC, speech pathology, and Autism on social media. In her capacity as an AAC evaluator and school district consultant, Vicki is given access to professional copies of News-2-You products, almost all AAC apps and long-term loans for speech-generating devices from Tobii Dynavox, Prentke Romich, Saltillo, and Ablenet.

Tiffany Joseph has the following relevant financial relationships to disclose: Tiffany is receiving an honorarium for speaking at this event.

Tiffany Joseph has no nonfinancial relationships to disclose.

Ivonne Aguirre-Hernandez has the following relevant financial relationships to disclose: She is an employee of Tucson Unified School District and receives a salary.

Ivonne Aguirre-Hernandez has the following relevant nonfinancial relationships to disclose:She is a member of ASHA, SIG 12 and ISAAC. She also receives honorarium for speaking at this event.

Learning Outcomes

As a result of this activity, participants will:

Identify the essential factors in AAC candidacy assessment.
Explain the strengths and limitations of various AAC device options.
Evaluate effective strategies for conducting AAC device trials and making device recommendations.
Analyze the process of feature matching.
Identify popular AAC assessment tools and select appropriate methods based on client needs.
Analyze funding considerations and strategies for facilitating access to AAC tools.
Analyze the challenges and considerations in working with clients with visual, motor, and cognitive impairments.
Evaluate culturally competent practices to ensure inclusive AAC interventions.

Agenda

10 min	Introductions, Backgrounds, & Disclosures
5 min	Discussion on key considerations in AAC candidacy.
5 min	Discussion on strengths and limitations of AAC device options.
5 min	Discussion of effective strategies for conducting AAC device trials and making device recommendations.
10 min	Discussion on AAC assessment tools, creating client-centered goals, and report writing.
10 min	Discussion on funding considerations and strategies for facilitating access to AAC tools.
5 min	Discussion of challenges and considerations in working with clients with visual, motor, and cognitive impairments.
5 min	Discussion on culturally competent practices to ensure inclusive AAC interventions.
5 min	Live Question and Answer session with guest speakers