Webinars/CEUs

Summary

AAC will be reviewed for its benefits for expressive and receptive language (Light et al., 1998). Research-based information is provided as it relates to how vocal speech development is affected by AAC (Olive et al., 2007). Communication modes, the range of communication systems (low tech to high tech), and information related to assessment are reviewed. Research on the efficacy of speech-generating devices for supporting communication needs of individuals with autism will be explicitly reviewed. Information regarding recommended prompts/prompt-fading procedures will be shared (Feeley & Jones, 2012). Steps for initiating intervention and selecting initial vocabulary are reviewed (Rosales, Stone, & Rehfeldt, 2009). Considerations for implementing FCT as it relates to AAC are reviewed (Carr & Durand, 1985). Addressing AAC needs for learners with partial vocal speech is addressed and a sample protocol is shared. AAC modeling techniques are reviewed in detail (Harris & Reichle, 2004). Additional strategies for common challenges with AAC intervention are discussed. Specific skill acquisition programs to target skills such as communicative repair will be shared. 

Learning Objectives

1. Participants will be able to describe the research to date on the use of speech- generating devices for individuals with autism. 

2. Participants will be able to accurately describe the initial steps in implementing an AAC-based intervention as well as curricular goals to move beyond requesting. 

3. Participants will be able to accurately describe various instructional strategies including language modeling and direct prompting. 

4. Participants will be able to describe a protocol for supporting vocal speech for individuals who use SGDs as well as the rationale behind the techniques within the protocol.

Purchase the data collection form here.

Feedback from Participants/Attendees

• "Dr. Novak did a great job providing detailed information that will be beneficial for the clients I service. Thank you."

• "It's great that BCBAs & Speech therapists can both use their knowledge to help kiddos!"

• "Thank you for the information, the information was very clear and all the resources listed were very helpful. This answered a lot of my questions about using an AAC system with my students and I am excited to put it to use."

• "Joe presented a significant amount information in a comprehensible manner and also easily applicable to practice. Thank you for putting out this webinar and I look forward to future ones!"

• "Great that the information is coming from both SLP and ABA experience combined! Hard combo to find."

• "This workshop was incredibly fluid, informative, and applicable."

• "Great presenter! Got a lot of information out in a short period of time while still being and engaging speaker."

• "I really liked your discussions on presumed competence and your phrase for presuming potential! This has already been useful for me."

Summary

Ethical considerations related to areas of competency and collaboration will be reviewed. Relevant areas from the Professional and Ethical Compliance Code for Behavior Analysts will be reviewed and implications for behavior analysts will be discussed. Areas of challenge related to collaboration between behavior analysts and SLPs will be reviewed with implications and possible resolutions given. The importance of collaboration between the two disciplines in order to ensure effective AAC intervention practice will be emphasized.

Learning Objectives

1. Participants will be able to identify ethical challenges related to AAC implementation

2. Participants will be able to identify strategies for AAC implementation when effective collaboration is unavailable, ineffective, or a work-in-progress.

Feedback from Participants/Attendees

• "I wish this were a mandatory presentation for all SLPs and BCBAs. Great talk! Thank you:)"

• "Your presentation style was easy to follow. Thank you!"

• "I've also been thinking a lot about decision protocols for how long to try certain methods, evaluate effectiveness, before trying something else...and having these conversations while collaborating with other SLP's."

Summary

This presentation is designed to address considerations related to developing more advanced language for individuals with autism who use AAC. The relative deficiency of research on language instruction for AAC users relative to speaking individuals is highlighted. The tendency for AAC devices to becoming “manding machines” is discussed and several possible explanations are provided. These possible explanations are discussed in greater detail and solutions are provided. Recommendations for how to develop language skills are provided and sample SGD layouts are given. Ethical considerations regarding word prediction, programming in phrases, and authenticity are discussed. Finally, a couple of additional “common questions” related to developing more advance language are discussed.

Learning Objectives

Participants will be able to: 

1. Discuss several possible reasons why devices may be manding machines

2. Discuss best practices for educational programming for students who use AAC devices

3. Describe a potential ethical challenge with phrase-based icons on AAC devices

Feedback from Participants/Attendees

• "Thank you so much for sharing your knowledge and expertise in the field. You've presented everything in a way that was easy to digest as I am not an SLP and may not have extensive knowledge of an AAC device. I LOVED all the examples of layouts, folders, navigation....that really helps solidify what you're explaining and how it might look when a learner is using the device. THANK YOU THANK YOU THANK YOU"

• "Always great stuff. The marriage between SLP and ABA is essential for growth. Love your work."

• "Great presentation. The breakdown of early, moderate, and advanced learner home screens was helpful to see visually. While I understand all AAC systems should be individualized, it was helpful to have the examples of how to advance language by each general example of leveled learner. Thank you!" 

• "The examples of the different AAC device programming (basic, intermediate, advanced) to demonstrate the possibility of advanced language options across a variety of learners increased my engagement and understanding of the content. The specific examples and explanation of the different topics in this presentation were clear and I feel better prepared to support language acquisition for AAC users after attending this presentation. I also appreciated the reference to additional resources to continue my learning. Thank you!"

Summary

This workshop is primarily designed for school administrators and BCBAs who are currently using paper-based data collection systems and would like to transition to electronic data collection (EDC) systems. This workshop will share the presenter's experiences with the process of selecting and implementing EDC. Relevant steps in this process include how to: determine pros/cons of the current system in place, evaluate financial and institutional constraints, research different EDC options, trial different EDC options, transfer information over to the EDC system selected, train staff in usage of the EDC system, maintain the EDC system, and provide parents access to the EDC. Sample protocol(s) to assist in the migration to EDC will be shared. Several data collection systems will be discussed but the presenter's use of DataFinch’s Catalyst software, specifically, will be shared.

Learning Objectives

1. Participants will identify potential pros/cons of electronic data collection (EDC)

2. Participants will be able to create a clear rationale/goal for a switch to an EDC system

3. Participants will be able to describe the key steps for the process of switching to an EDC system

Summary

This presentation is designed to address considerations related to developing reading skills with individuals with autism from a phonics-based approach. Key components of effective reading instruction will be described. Reading programming for several common programs/curricula/assessments will be highlighted and recommendations will be provided to maximize their effectiveness. Options and modifications for individuals with minimal vocal speech will be discussed and the most comprehensive curriculum for students with limited vocal speech (Accessible Literacy Learning [ALL]) will be reviewed. Recommendations for the progression of skills will be shared.

Learning Objectives

Participants will be able to...

1. List key components of effective reading instruction

2. Describe several programs/curricula/assessments available for individuals with autism in terms of reading skills addressed and discuss several pros/cons of each

3. Discuss the necessary adaptations for AAC users/individuals with limited vocal speech

4. Describe options available for individuals who use AAC/have limited vocal speech and discuss several pros/cons of published curricula

Feedback from Participants/Attendees

• "Joe - your webinars are always awesome. Love hearing you speak!"  

• "Love each of your presentations. Thank you for taking the time to specifically target AAC language users and advancing skills"

• "Very clearly explained, interesting topic"

• "Amazing presentation; you are obviously passionate about your work and I appreciate you sharing all of your knowledge."

• "Your webinar made me think about how often teaching sight words seems to be a default instructional method when it may not always be the best approach. Interesting webinar!"

• "I loved the energy of the presenter and the willingness to share his knowledge and resources with all of us! Job well done!"     

Summary

This presentation is designed to address considerations related to speech sound target selection and foster an increased understanding of the factors that speech-language pathologists take into account when programming for articulation. The distinction between graphemes and phonemes will be made. Ways to assess speech production and analyze errors will be shared. Approaches to target selection will be discussed and considerations for programming/remediation will be provided. Several troubleshooting tips will be given. Case study examples with discussion of progressions will be included to ensure a meaningful connection with the content is made. 

Learning Objectives

Participants will be able to...

1. Describe the difference between graphemes and phonemes and why this distinction matters for speech programming

2. Describe different methods of assessment of speech production

3. Describe the different approaches to target selection and reasons why one approach may be more advantageous than another 

4. Describe some considerations when attempting to remediate speech sound errors