Course Number: ABIO2402
When: Available February 2, 2024 – February 2, 2029
Where: Zoom information available under “Course Content” at the bottom of this page.
Description: We will discuss essential skills for providing evidence-based therapy for Augmentative and Alternative Communication (AAC) users by identifying how to promote family carryover, classroom buy-in, and how to facilitate the team-wide utilization of the child’s communication device. We will also discuss research to support Gestalt language processors and appropriate apps for older students.
Who This Course Is Good For:
- Any ASHA member, CCC holder, or other professional who 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
- A speech-language pathologist (SLP) who works in a school-based setting
- A professional who wants to learn about trauma-informed care and how to identify implement it into therapy
Who This Course Isn’t Good For:
- Any professional who is not familiar with the term AAC
- Any professional that does not currently work with any pediatric clients or plan to in the near future
- Professionals that solely provide one on one therapy in a medical setting as this course is focused on AAC implementation in a school-based setting
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, autism, and other disabilities. Venita has delivered poster presentations on several topics related to AAC at ASHA and co-presented several ASHA CEU accredited courses. Venita co-authored two articles published in ASHA Leader’s online publication, as well as the Lou Knows What to Do book series published by Boys Town Press. Recently, Venita started utilizing the power of social media to empower and motivate educators across the country through the Speechie Side Up podcast, blog, Instagram account, and YouTube channel.
Kim Tice, M.S, CCC-SLP (she/her)
Kim provides intervention in language, learning, literacy, and feeding to people with autism spectrum disorder as a speech-language pathologist and certified special educator. She is also my co-author in the “Lou Knows What to Do” book series.
Kim loves helping anyone find their voice and her love of words led her to write more. Now she helps businesses clearly define their brand voice through content and strategy and is passionate in finding creative content solutions for ads, social media, websites, SEO, and more. In her spare time, she enjoys going on adventures with her children, running marathons, and taking long walks down the aisles of the Boynton Beach Target.
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 Special Interest Group 12.
Kim Tice has no relevant financial relationships to disclose
Kim Tice has the following relevant nonfinancial relationships to disclose: She is an affiliate of ASHA Special Interest Groups 1, Language Learning and Education; and 12, Augmentative and Alternative Communication.
As a result of this activity, participants will:
- Identify 3 ways to promote family carry-over
- Identify 3 ways to support classroom buy-in
- Describe 3 ways to facilitate team-wide utilization of the child’s AAC device
- Describe 2 ways to support Gestalt Language Processors
- Identify at least 2 apps that are appropriate for older students
|Introductions and Backgrounds
|Discussion of ways to promote family carry-over
|Discussion of ways to support classroom buy-in
|Discussion of ways to facilitate team-wide utilization of the child’s AAC device
|Discussion of ways to support Gestalt Language Processors
|Discussion of apps that are appropriate for older students
|Question and Answer session
|References & closing remarks
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