February 25-26, 2019
Pre-conference sessions Sunday, February 24, 2019
Augmentative & Alternative Communication Team from the Waisman Center presenting:
Augmentative & Alternative Communication (AAC): Working Together to Promote Students’ Successful Communication
AAC Feature Matching for Individuals with Complex Communication Needs (75 mins):
AAC is not a "one size fits all" approach for individuals with complex motor, sensory, and communication needs, including cerebral palsy and other neuromotor impairments. Presenters will provide an explanation of the feature matching process that is essential for selecting and implementing appropriately matched AAC systems with the individual. FM is key to ensure that language development and physical access needs are met, therefore providing the most effective and efficient ways for an individual to functionally communicate.
AAC Partnership Program (75 mins):
Presenters will discuss a pilot program we are working to establish that would expedite clients' access to evidence-based, high-quality augmentative and alternative communication evaluations and treatment by building capacity of speech-language pathologists around the state of Wisconsin to support device trials, rental completion, and purchase recommendations following an initial feature match at CASC.
Language Therapy for Children Using AAC (90 mins):
This presentation will highlight evidenced-based teaching techniques for students with complex communication needs (CCN) using AAC. Intervention tips will span across language domains, including semantics (e.g., vocabulary selection and device customization), morphology, syntax, pragmatics (e.g., supporting a variety of communicative functions, emphasizing educational inclusion), and early literacy instruction. Teaching techniques (e.g., aided language stimulation, cueing hierarchies, and appropriate prompts), goal writing, and implementation tips will be highlighted.
AAC Resources for your Toolkit (60 mins):
This portion of the talk will focus on a resource share with information about online supports and groups, vendor contacts, free and inexpensive apps and tools, etc. Participants are also encouraged to bring your own favorite tips and tricks to share with the group. If you have an iPad, bring it along and we'll walk you through downloading and setting up apps that can be used to begin AAC modeling and teaching today!
Dr. J. Scott Yaruss, CCC-CLP, BCS-F, ASHA Fellow
presenting Childhood Stuttering: A Practical Approach
School-age children who stutter can face many challenges, both in and out of the classroom. Common problems include negative emotional reactions, such as embarrassment and anxiety; difficulties reading aloud in class or participating in group discussions; and limitations while interacting with peers. Unfortunately, many speech-language pathologists report that they are not confident in their ability to help children deal with these consequences of stuttering. Clinicians also report uncertainty about meeting eligibility criteria, generalizing gains made in the therapy room to real-world situations, and dealing with problems like bullying. The purpose of this workshop is to provide clinicians with applicable, practical strategies for helping school-age children and adolescents who stutter overcome the problems associated with stuttering. The presentation will include: specific guidelines for conducting comprehensive evaluations that support treatment recommendations and goal-writing; detailed instructions for how to prepare children for therapy to ensure success; and video examples of numerous treatment strategies and activities designed to help children improve their fluency, reduce their negative reactions to stuttering, educate others about stuttering, and communicate effectively across speaking situations. Participants will come away from the workshop feeling more confident in their ability to help children who stutter and more knowledgeable about how to approach stuttering assessment and treatment in the school setting and beyond.
Early Childhood Update
Updates will include EC Indicators 6,7, 12, Preschool LRE, EC CCR IEPs and state updates.
Become Wisconsin's Next Top (AAC) Model-er!
Beukelman & Garrett (1988) introduced the term “augmented input” to refer to the method of teaching users to use their devices through frequent exposure. Gossens, Crain and Elder (1992) coined the term “aided language stimulation” to further expand on this practice. This energetic and practical presenter simply refers to it as “modeling”. Regardless of the term used, this practice is essential to the process of teaching users to use their devices. Most children understand and learn how to use language by hearing language used frequently and interactively. AAC users must have access to the same frequency and types of interactions. "To teach AAC, one must speak AAC” (Langley); that is when interacting with an AAC user, one must speak visually and verbally using the device. Aside from being identified as the best practice for AAC users in contemporary practice, this strategy has many benefits: it simultaneously teaches receptive language, provides symbol comprehension training, and allows the user to establish a mental template of how symbols can be combined. There is a definite art form to providing modeling for AAC users. Speech Language Pathologists are often the charged with the task of providing direct instruction on using the system and training communication partners. This hands on and engaging presentation will provide participants with 1)information on a variety of modeling techniques, 2)allow for many opportunities to observe, and use these strategies, and 3) practical and time efficient ways to train other team members. Participants are encouraged to bring any devices or communication boards they may use in their practice, however there will also be boards available for use.
SLP Supervision and other changes
Details coming soon on this session.