Course Number: ABIO2001
When: Available October 17, 2021 – August 12, 2025
Where: Listen on the Speechie Side Up Podcast. Available on all major podcast platforms.
Description: This session discussed important factors to keep in mind when treating a new student that has limited natural speech, and how to effectively implement augmentative and alternative communication (AAC) systems when working with students that have challenging behaviors. Other evidence-based strategies were discussed for this population, including how to run group therapy.
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 earnASHA 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 works with pediatric clients that exhibit challenging behaviors
Who This Course Isn’t Good For:
- Any professional who has extensive background in using AAC with students that exhibit challenging behaviors
- Any professional who is not familiar with the terms AAC or AAC modeling
- 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. However, Jill D’Braunstein runs her own private practice and some of the strategies shared in this course can be adapted for the medical setting.
Venita Litvack, M.A, CCC-SLP
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.
Jill D’Braunstein, M.A.,CCC-SLP
Jill is a licensed Speech-Language Pathologist practicing for over 25 years in and around Orange County. She has worked extensively in her private practice, private schools and non-public school system providing services for early intervention and beyond with children with genetic, neurological or developmental diagnosis. Her specialties include those with complex communication needs, challenging behaviors, Augmentative and Assistive Technology (AAC), literacy, reading comprehension, and social/pragmatics. She specializes in school IEP’s, 504 plans and student advocacy. Jill is a strong proponent of professional development! She holds certificates including Stanley Greenspan’s DIR/Floortime therapy approach, Hanen-It takes Two to Talk (early intervention parent education), Certified Provider of Cog Med (cognitive brain training program), Slingerland Reading Program, Framing Your Thoughts (comprehension and writing), Lindamood-Bell Advanced workshops for LiPS, Seeing Stars and Visualizing to Verbalizing. Finally, Jill is a member of the ASHA, International Dyslexia Association and USSAAC. Additionally, she is an assistive technology specialist and certified provider of the Program for the Education and Enrichment of Relational Skills (PEERS®) program, a social skills program developed out of UCLA Semel Institute. She is also a practitioner of Mindfulness Based Stress Reduction.
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.
Jill D’Braunstein has the following relevant financial relationships to disclose: ownership interest in OC Development Center.
Jill D’Braunstein has no nonfinancial relationships to disclose.
THIS COURSE IS OFFERED FOR .10 ASHA CEUS
(INTRODUCTORY LEVEL: PROFESSIONAL AREA)
As a result of this activity, participants will:
- Describe at least three factors to consider when treating a new student that has limited natural speech.
- Describe how to model on augmentative and alternative communication (AAC) systems when working with students that have challenging behaviors.
- Identify at least three evidenced-based strategies that work best when treating a student with challenging behaviors.
- Describe at least three ways to implement group speech and language therapy with students who exhibit challenging behaviors.
|Introductions and Backgrounds
|Description of evidenced based strategies that promote AAC implementation in the classroom
|Discussion of factors to consider when treating a new student that has limited natural speech
|Description of how to model on AAC systems when working with students that have challenging behaviors
|Discussion of evidenced-based strategies that work best when treating a student with challenging behaviors
|Description of how to effectively run group speech and language therapy with students who exhibit challenging behaviors
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