Session CodeSession Title

engineerbeetsAI and Robotics

Nov 15, 2013 (3 years and 9 months ago)

110 views




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
03

Session Title
:
Getting to Communication Competence When Individuals Use AAC


Speaker/s:

Yvonne

Gillette
,
The University of Akron















Abstract:

Looking for ways to make collaborating more efficient and interventions more effective? Do
you think assessments should provide direction for intervention? Consider a system that employs daily
partners and communication opportunities to achieve

communication skill. This presentation will
provide ways you can promote communication competency by systematically assessing environments
and communication within environments then planning and reporting progress when implementing AAC
across individuals
with severe communication disabilities. First, assess the individual s communication
environment, then select the environments, communication opportunities, and communication partners
for the plan. Next, note the individual s message needs and communica
tion skills to derive the
messages, communication goals and partner strategies for the plan. Collaborate to develop an
intervention schedule. Use a progress reporting tool to collect data, then updating the plan. Videos will
illustrate the competencies of

various individuals who use AAC. Participants will see how a series of
one
-
page templates can guide a planning team to create an understandable, one
-

page plan to be
implemented across environments, communication opportunities, and partners. Participa
nts will leave
the session with a set of planning tools and guides they can use to streamline their workload to allow
more time for intervention.


Learning Objectives:

Outline the components of an interactive assessment required for effective
intervention
planning with AAC, Complete the components of an effective intervention plan which
employs daily partners, environments, and communication opportunities to achieve communication
skill, Review the templates provided to create the plan and summarize the func
tion of each):


Target Audience:
Caregiver, Educators, Faculty/Instructors, Family Members, Speech
-
Language
Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
05

Session Title
:
Literacy Assessment for Students with Significant Disabilities: Tools
and Tricks!


Speaker/s:

Caroline

Musselwhite
,
AAC Intervention















Abstract:

It can be tricky to support literacy development for students
with disabilities when
standardized tests and tools just don t work! And how do we use assessment results to set goals that
lead to real reading and writing intervention rather than reading
-
ish activities? This session will begin by
discussing accommodat
ions to standard tools such as DIBELS, considering when these accommodations
yield data that can be compared to district and national benchmarks, and when data must be used only
for intra
-
student comparisons, and information to guide instruction. The prim
ary focus will be on
assessment tools developed for students with significant disabilities. A range of assessment tools will be
shown and discussed, from observational checklists (e.g., The Bridge, Literacy Rubric, Intervention
Planning Tool) to tools tha
t are directly administered (e.g., Developmental Spelling Tests and Dolch
word ID tasks). For each tool, focus will be on: who it is for, how to locate the tool, accommodations for
students with various impairments, and how data generated can be used to

guide instruction and / or
monitor progress across time.


Learning Objectives:

Review strategies for providing accommodations to standard tests, and indicate
how to appropriately record those accommodations., Summarize at least three tools for literacy
as
sessment, and identify the purpose and target audience for each., Select at least one tool for literacy
assessment that they plan to administer in the month following the workshop.


Target Audience:
Advocates, AT Specialists, Communication Specialist, Curr
iculum and Instruction,
Educators, Family Members, Occupational Therapists, Speech
-
Language Pathologists, Special Education
Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
08

Session
Title
:
Million
-
Dollar Ideas on a Dollar
-
Store Budget


Speaker/s:

Lori

Dahlquist
,
Adaptivation, Inc.















Abstract:

The application of technology in the classroom for children with disabilities is only limited by
your imagination! Our
goal is for our users to become active participants in functional activities that will
expand their social and educational opportunities. Due to the increasing number of students we need
to serve and lack of funding, we need to use technology that is vers
atile, easy to use and budget
friendly. What can be surprising to some is that it can be done effectively using relatively simple
technology. For technology to be successful it must be user friendly and practical for the environment in
which it is going t
o be used. It must also be used frequently and consistently. There is no point spending
thousands of dollars on a high tech system if there is no one who understands how to use it. For this
presentation, we will show a large variety of economical applicat
ions for literacy, games, choice
-
making,
self
-
help, community outings and many more! We ll show you creative ways to combine Adaptivation s
lite tech product features with off
-
the
-
shelf dollar store purchases. You ll be amazed at the number of
ways to crea
te functional activities that can be used again and again.


Learning Objectives:

List three useful features offered by lite technology., Incorporate lite technology
into at least one current classroom., Create a never used classroom.


Target Audience:
Admi
nistrators, Advocates, AT Specialists, Caregiver, Communication Specialist,
Consumers/Individuals with Disabilities, Curriculum and Instruction, Disability Services, Educators,
Faculty/Instructors, Family Members, General Interest, Government/Non
-
Profit Ag
encies, Occupational
Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, Social Workers, Speech
-
Language
Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
10

Session Title
:
Navigating the Waters of AAC Mentorship


Speaker/s:

Faye

Warren
,
OCPS

Catherine

George
Orange County Public Schools













Abstract:

This presentation outlines key concepts for consideration when hiring
an AAC mentor as a
Communication Coach. Both AAC Mentor and Administrative perspectives are shared. Mentor: As an
AAC user and consumer of multiple assistive technologies, I have found myself engaged in a satifying
career choice. All through grade school,

high school and college, my friends and family encouraged me
to keep up my studies so I could get a job. After college, the job opportunities I had made me realize I
was a "people person" and needed interaction to sustain the "essential" me. This presenta
tion
addresses some of the hurdles (many unexpected)and resultant solutions that came with an AAC
mentoring position as a Communication Coach I held through Orange Co. Public Schools in my
hometown of Orlando FL during 2010
-
2011. Administrator: Issues add
ressed relate to funding,
navigating the maze of new employee
-
ship, computer compatibility,communication,
scheduling,documentation and levels of support. Join us as we share with you the results of our labors.


Learning Objectives:

Participants will disco
ver some of the real life obstacles to be met when hiring a
person with disabilities, Participants will see exaples of increased student participation while interacting
with an AAC mentor, Participants will gain awareness of job requirements of an AAC Ment
or.


Target Audience:
Administrators, Advocates, AT Specialists, Communication Specialist,
Consumers/Individuals with Disabilities, Disability Services, Educators, Family Members, Professional
Development/Training, Speech
-
Language Pathologists, Special Edu
cation Educators, Vocational
Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
12

Session Title
:
The Power of PODD: From Emergent to Independent
Communication


Speaker/s:

Linda

Burkhart
,
Self















Abstract:

One of the challenging issues in AAC is the consistency of tools that span the range of
development of language from the very emergent communicators through competent independent
communicators. Systems ne
cessarily look and operate differently to meet the developing needs of the
child s language, cognition, and access skills. Sometimes changes are made because there is a new SLP
working with the child, or a new product becomes available, and the risk is th
at whatever the child has
been learning to use is then discarded or replaced. This presents many challenges to the child, who may
have to re
-
learn the patterns and organization of the next level. This session will discuss the PODD
(Pragmatic Organizatio
n Dynamic Display) system, created by Gayle Porter (Melbourne, Australia).
PODD is a vocabulary organization system that can span the full range of language development from
emergent language to autonomous and independent communication. More than just a
n organizational
system, it is also a method for teaching language through aided symbols, based on the ways typically
developing children learn language. Come learn how to provide beginning communicators with an
autonomous communication system that can
grow with their language and access abilities. Videos and
case examples will be shared.


Learning Objectives:

Describe the challenges of providing AAC systems that will grow with the child
across a wide range of language development levels and developing a
ccess methods, Discuss how
typically developing children learn language and how that process should guide the learning of
augmentative and alternative forms of communication, Discuss the features of a PODD communication
system in terms of vocabulary organi
zation, layout, design, range of access strategies and customizing
for individual requirements across a range of page sets


Target Audience:
AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Educators, Faculty/Instructors,
Family Members, Occupational Therapists, Paraprofessionals, Physical
Therapists, Speech
-
Language Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
14

Session Title
:
First Steps Camp: Family Education & Experience Program


Speaker/s:

Brandi
-
Lynn

Greig
,
Inspiring Talkers

Jill

Tullman
Jill Tullman and Associates, LLC

Lisa

Martin
The Children's Hospital










Abstract:

The Children's Hospital
in Denver, Colorado sponsors a program called "First Steps Camp". This
camp is for young children, 2
-
7 years old, who have recently received or are soon to receive their "first"
speech
-
generating device, AND their parents and siblings. Children enjoy prog
rams while the parents
participate in sessions designed to help them take their "first steps" in learning about how to use
augmentative communication systems. In this session you will learn about First Steps Camp, the
process, the presentations and sessio
n that families attend, and the outcomes so that you have the
knowledge to start a similar camp.


Learning Objectives:

Identify the methods and procedures for starting a "First Steps Camp", Review
outcome and data to assess program quality., Learn about be
nefits of parent participation in camp.


Target Audience:
Caregiver, Communication Specialist, Consumers/Individuals with Disabilities, Family
Members, General Interest, Government/Non
-
Profit Agencies, Occupational Therapists,
Paraprofessionals, Speech
-
Lan
guage Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
16

Session Title
:
AAC Evaluations Including Mobile Technology: Questions to Ask


Speaker/s:

Debby

McBride
,
Boulder Community Hospital & AAC TechConnect, Inc.















Abstract:

The latest mobile technology options (iPads/iPods, Apps, etc.) have heightened the interest in
AAC today. Due to the ease of access and the availability of thi
s technology, there are considerably
more device choices available for persons with complex communication needs (CCN). There is an
opportunity to build upon the enthusiasm surrounding these new mobile technologies by including all
stakeholders in the AAC e
valuation process. It is especially important in situations when the "solution"
may be provided before the communication needs have been identified (i.e. parents or schools are
providing mobile technology without the benefit of an AAC evaluation). T
he purpose of this session is
to suggest new ways to revisit the basics of a comprehensive AAC evaluation in order to better ensure
that individuals who use AAC are being provided with the tools and features they need to meet their
communication needs. Th
is session will include a "question" format which both sparks conversation and
discussion to assist in evaluation, the feature
-
matching, and the decision
-
making format. Participants
will leave with forms/tools/resources which can assist in their AAC evalu
ations and decision
-
making
process
-

and is especially helpful when including all of the stakeholders (i.e. parents, communicators,
AT team members, school administrators).


Learning Objectives:

Identify 3 key questions to ask and answer during the evaluat
ion process., Name
the key stakeholders to include in the AAC device decision
-
making process (including AT team members,
parents, administrators, and communicator)., List 5 key features of a device when doing feature
-

matching for either / or Apps or comm
unication software.


Target Audience:
Administrators, AT Specialists, Communication Specialist, Consumers/Individuals with
Disabilities, Educators, Family Members, Occupational Therapists, Paraprofessionals, Physical Therapists,
Pre
-
service, Professional D
evelopment/Training, Rehab Therapists, Speech
-
Language Pathologists,
Special Education Educators, Visual Impairment Specialists




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
18

Session Title
:
Simple, Hi
-
tech Communication Software with a New Twist


Speaker/s:

Tanya

Curtis
,
AugCom Solutions, LLC















Abstract:

By keeping communication strategies simple, it is much easier to teach effective AAC
communication skills. Simplifie
d programming, using standard word processing programs, enables those
near and dear (with limited AAC experience) to support the individual in ways that feel comfortable and
familiar. This requires a powerful program that is simple to understand, teach and

use. Use of standard
software such as Microsoft Word to prepare preprogrammed vocabulary for communication allows
more support people to have input regarding the vocabulary and communication needs of the
augmented communicator, and provides a means for c
reating simple backup communication systems.
Learn how Word tables can be used to program Instant Phrases in E Z Keys. E Z Keys can also be used to
deliver sequenced social scripts, without complex programming, using any word processing program.
While E

Z Keys can be used by children to develop literacy and computer skills, this session will be
geared towards people with at least basic literacy skills. Attendees will be given a link to download
sample social scripts, and a backup communication system. T
hrough comparison of E Z Keys and other
typical AAC software programs, participants will discover how hi
-
tech can indeed be simple.


Learning Objectives:

Describe a model for device implementation where non
-
AAC skilled support people
manage communication c
ontent and computer access, while the AAC specialist establishes and supports
access to the SGD software., Describe how tables from word processing programs can be transferred
into pre
-
programmed messages in E Z Keys, and used to create a backup communicat
ion system that
mirrors the pre
-
programmed vocabulary., Describe how to teach an AAC user, or an assistant or peer, to
generate, save, and recall sequenced social scripts using standard software.


Target Audience:
Academic Technologist, AT Specialists, Car
egiver, Communication Specialist,
Consumers/Individuals with Disabilities, Educators, Family Members, General Interest, Instructional
Technologist, Occupational Therapists, Professional Development/Training, Rehab Therapists, Speech
-
Language Pathologists,
Special Education Educators, Visual Impairment Specialists, Vocational
Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
20

Session Title
:
Using AAC Device Data Logging to Develop
Therapy Sessions


Speaker/s:

Russell

Cross
,
Prentke Romich Company















Abstract:

Automatic data logging is a feature of some voice output communication aids. Such data is
critical for providing clinicians with information on how a
client is using a device and, more importantly,
how well that client is using it to communicate effectively. it is possible to use the raw data generated
by a log file to get an overview a client s communication skills and, based on this, develop a progra
m
from future intervention. The data can give vital information of such issues as: 1. Rate of utterance.
2. Encoding methods used. 3. Vocabulary size. 4. Morphological development. 5.
Communication opportunities. During this ses
sion, examples will be given of client
-
generated log files
and analysis of these files will be demonstrated. Attendees will also be introduced to the simple, paper
-
based QUAD Profile (Quick AAC Developmental Profile). This is a tool to help in the analysi
s of client
-
generated language samples. The QUAD Profile looks at language at the levels of vocabulary,
morphology, syntax, and semantics, using available developmental norms to allow comparisons with
normal language growth. Using the results of the analy
sis, action plans can be developed that can be
used for therapy sessions.


Learning Objectives:

Be able to explain how language operates at multiple levels: words, morphology,
syntax, and semantics., Understand how the QUAD profile tries to provide a "snap
shot" approach to
expressive language production in a simple fashion., Know how to complete a QUAD profile from raw
text data


Target Audience:
Academic Technologist, AT Specialists, Communication Specialist, Curriculum and
Instruction, Educators, Faculty/
Instructors, Paraprofessionals, Professional Development/Training,
Rehab Therapists, Speech
-
Language Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
23

Session Title
:
A New Symbol Taxonomy Unites 40 Years of AAC


Speaker/s:

Bruce

Baker
,
University of Pittsburgh

Lyle

Lloyd
Purdue University

Eric

Nyberg
Carnegie
Mellon University










Abstract:

This paper presents a new taxonomy describing
three types of semantic representations in
aided AAC systems. This new taxomony has been presented at several U.S. and international
conferences. However, the focus of this paper is to show that Type 2 symbol systems, as described by
this paper can be co
nfigured into Type 3 systems using the same symbols. Using altered symbols, a Type
3 symbol system can be reconfigured into a Type 2 symbol system. This taxonomical approach will
account for important aspects of all semantic encoding systems and integrat
e polysemous icon systems
into the taxonomy. The typology will be based on the following four criteria: 1) The number of symbols
in a collection or system, 2) The relatedness of the symbols to each other, 3) The methods for generating
new language units
, and 4) The relationship of the symbol system to Natural Language. The value of
this approach will be seen by teachers and therapists as a method for determining which of the three
symbol types are called for with a particular augmented communicator an
d how to switch between and
among these symbol types for educational and linguistic progress.


Learning Objectives:

Learn how to distinguish among the different symbol types and apply that
knowledge to language teaching., Learn how to change between a Type

2 symbol system and a Type 3
symbol system., Learn the benefits of learning natural language structures evident in Type 3 symbol
systems.


Target Audience:
Academic Technologist, Administrators, Advocates, AT Specialists, Caregiver,
Communication Speciali
st, Consumers/Individuals with Disabilities, Educators, Faculty/Instructors,
Family Members, General Interest, Instructional Technologist, Occupational Therapists,
Paraprofessionals, Physical Therapists, Pre
-
service, Professional Development/Training, Reha
b
Therapists, Speech
-
Language Pathologists, Special Education Educators, Vocational Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
25

Session Title
:
Providing Access to Students
Challenged with High Tone


Speaker/s:

Karen

Kangas
,
Karen M. Kangas OTR/L















Abstract:

This workshop provides a paradigm shift of one in discovering access sites, to recognizing that
access must be a part of activity, as well as post
ural control. Providing activity which supports the
student's intentions and providing seating which supports individual postural control is as necessary as
choosing adequate switch sites to begin. Zero pressure (electronic) switches are also necessary to

promote a transparency of access to the activity itself. Three critical factors for success: Seating for true
control of tone; transparency of switch access; and activity engagement. These three will be
emphasized with practice based evidence, and thro
ugh case study sharing.


Learning Objectives:

Analyze 3 characteristics of both hardware and software as to its expected postural
demands and its "intentional" components., Apply head access with electronic switches and at least 2 or
3 switch scanning to activity to support increased efficient access
., Apply a "feature/match" approach to
their student's current access method, activity and interests to the devices chosen to use and work at
school.


Target Audience:
AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Curri
culum and Instruction, Educators, Faculty/Instructors, Family Members, IT, Occupational
Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, Speech
-
Language Pathologists,
Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
27

Session Title
:
My iPad Belongs to Me


Speaker/s:

Lisa

Domican
,
Grace App Communications















Abstract:

Consumer accessible devices like iPad, iPod Touch and
iPhone installed with augmentative
communication Apps should be the property of the User
-

to replace inappropriate behaviour with
communication of needs and interests. Introduce the device or App as a Communication Tool only. And
use a different App or
other learning materials to teach additional speech or language goals. Teach to
the Taste: Make a commitment to making the device or App relevant to the the user. Our brains work
fastest when 2 of our senses are engaged in learning; so if you can taste, p
lay or watch what you just
asked for
-

you will remember how to get it again. Don t over complicate the introduction of the device
or App with your own understanding or technical interest.
-

Remember, the user of the device does not
care how it works, but

is only interested in: "What Can it Do for Me?" Honor the device or App as the
User s Own Voice
-

and don t use it to tell them what to do. Us an alternative device for schedules or
social stories or use the same device but a different App.


Learning Ob
jectives:

Understand the best way to implement an alternative communication system App
on an iDevice in order to reduce the communicative power of inappropriate behaviours., Respect the
independence and mobility of the user in owning their iDevice when it

is introduced as an AAC platform
and keeping it mobile., Learn ways to make that iDevice truly relevant to the User while discussing
alternatives for introducing other communication goals via different platforms.


Target Audience:
Advocates, Caregiver, Co
mmunication Specialist, Disability Services, Educators,
Faculty/Instructors, Family Members, General Interest, Government/Non
-
Profit Agencies, Occupational
Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, Social Workers, Speech
-
Languag
e
Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
29

Session Title
:
AAC Device Decision
-
Making: "Apples" (iPads/iPods) or "Oranges"
(Traditional Devices)


Speaker/s:

Debby

McBride
,
Boulder Community Hospital & AAC TechConnect, Inc.















Abstract:

The AAC field finds itself in a whirlwind of options with the availability of new low
-
cost
consumer devices (iPads, iPods, etc.) and inexpens
ive downloadable Apps. No matter whether one is
considering mobile technology ("apples") or traditional AAC devices ("oranges"), the decision
-
making
process should be the same. Options will be discussed from a variety of perspectives (including
variou
s stakeholders such as therapists, parents, educators, manufacturers, and App developers, etc.).
Participants will also be asked to share experiences as well including benefits and limitations of each
"type" of AAC devices for various situations. In add
ition, the needs of the communicator will be
highlighted as well as the identifying the specific features and functions required for the type and uses
of communication technology. These can include the simplicity or complexity of language in the
apps/comm
unication software, multiple uses (i.e. educational, leisure, etc.), short or long
-
term
solutions, amount of support needed, funding options, among other important considerations. Our
goal is for participants to leave with new resources, ideas, and persp
ectives to assist them in this all
-
important decision
-
making process of providing AAC solutions for the person with complex
communication needs whether it be "apples", "oranges", or a combination of various communication
tools


Learning Objectives:

Identif
y 3 benefits of using downloadable apps on newer technology (iPads, iPods,
Droids, etc.) and 3 benefits of using manufactured devices., Name at least 3 steps in a device decision
-
making process., Discuss 3 reasons that an AAC device may be abandoned.


Targ
et Audience:
Administrators, AT Specialists, Communication Specialist, Consumers/Individuals with
Disabilities, Educators, Faculty/Instructors, Family Members, Occupational Therapists, Physical
Therapists, Rehab Therapists, Speech
-
Language Pathologists, Sp
ecial Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
31

Session Title
:
Data Collection in AAC: Gathering Performance and Outcomes
Evidence


Speaker/s:

Deborah

Witkowski
,
ICAN

Talk Clinics















Abstract:

Evidence
-
based practice is a critical aspect of the field of speech
-
language pathology.
Evaluation of a client s speech and language needs requires the collection of baseline data through
standardized and
non
-
standardized measures. These baseline guide the decision making process for
intervention. Once intervention is initiated, performance and outcomes data are necessary to enable
the clinician to determine the effectiveness of treatment. Evidence
-
ba
sed practice is no less vital in
the area of AAC. Information collected through the evaluation process is used not only to guide
intervention for our AAC users, but perhaps more importantly, to determine which AAC strategies and
tools best meet the needs
of our clients. Performance data need to be collected to determine how
language should be represented within their AAC systems, the amount and type of vocabulary that
needs to be represented, the language structures independently demonstrated and how the
system can
be accessed most successfully. This presentation will review general data collection strategies for
assessment and intervention in the field of speech
-
language pathology. The application of these
measures to individuals using AAC will be discu
ssed. Additional tools and strategies for use with AAC
speakers will be highlighted, as they apply to both assessment and intervention.


Learning Objectives:

Identify three data collection principles that should be applied to the AAC
evaluation and interv
ention processes., Understand the role of various data points in the decision
-
making process within AAC evaluations and intervention., Learn specific data collection techniques and
tools that can be used to gather assessment and intervention information fo
r use with low
-
tech, mid
-
tech and high
-
tech AAC tools.


Target Audience:
AT Specialists, Communication Specialist, Consumers/Individuals with Disabilities,
Educators, Family Members, Speech
-
Language Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR S
PEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
33

Session Title
:
From the Mouths of Babes: Jordan & Hannah AAC Communicators


Speaker/s:

Jordan

Preshong Brown
,
n/a

Hannah

Reed
n/a

Stephanie

Reed
n/a


Stephanie

Preshong
Brown
na







Abstract:

The youngest of ATIA presenters Jordan and Hannah speak with the use of Augmentative and
Alternative Communication (AAC) devices to uniquely share their personal journey. From the mouths of
babes,
these young learners will amaze you through their innovative and inspiring out
-
of
-
the box cutting
edge creativity to live their lives fully integrated within their respective Florida and South Carolina
communities. In partnership with supports and services
, these aspiring speakers share their
extraordinary lives and future goals. Hannah and Jordan with the loving support of their mothers share
this remarkable journey of early intervention, early childhood, inclusive education, low incident,
multiple disabi
lities, resources and funding as these are key indicators of their children s success.
Stephanie Reed and Stephanie Preshong Brown s separate individual journey s mirror each others in
many ways as they researched AAC, experienced literally the trials and
tribulations of AAC access and
device availability, the ongoing implementation and learning curve of AAC. Together with a team of
specialist including educators, therapist and other professionals, these children through the advocacy of
their mothers are th
e future leaders and innovators bring this fully inclusive education and community
vision to fruition for all individuals with and without disabilities to achieve their individual dreams!


Learning Objectives:

Describe the journey through life of child usi
ng AAC with eye tracking technology.,
State a parents perspective of research, trials, and implementation of AAC., Discuss full inclusive
education, social integration and access utilizing cuting edge technology: AIM, alternate format, media
capture and st
reaming, mobile communication, web and media accesibility.


Target Audience:
Advocates, AT Specialists, Caregiver, Communication Specialist, Consumers/Individuals
with Disabilities, Curriculum and Instruction, Faculty/Instructors, Family Members, General I
nterest,
Instructional Technologist, IT, Media Specialist, Occupational Therapists, Paraprofessionals, Physical
Therapists, Social Workers, Speech
-
Language Pathologists, Special Education Educators, Web Designer




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
35

Session Title
:
Where do I Start?... Practical AAC


Speaker/s:

Allison

Yates
,
AMDi















Abstract:

This presentation provides a walkthrough of Practical AAC: A Guide to
Functional
Communication. It will encourage group discussion of important foundational skills SLP s need to
successfully implement AAC with beginning users. Learn how this guide provides procedures, goals,
techniques, and activities to build a foundation

for more complex communication skills.


Learning Objectives:

Explain how to utilize the Starting Point Checklist to determine the correct
communication entry point for individual students., Discuss how to utilize information gathered from
the individual s

performance to create effective goals and objectives to promote progression of
augmentative communication skills., Describe how to utilize the guide s tools in order to set up an
environment conducive to fostering communication as well as how to conduct s
pecific activities to
introduce specific communication skills.


Target Audience:
Administrators, AT Specialists, Communication Specialist, Educators,
Faculty/Instructors, Family Members, Paraprofessionals, Professional Development/Training, Speech
-
Language

Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
37

Session Title
:
CVI and Multiple Challenges: Strategies for Communication and
Access


Speaker/s:

Linda

Burkhart
,
Self















Abstract:

Children who have severe physical and multiple disabilities may face a combination of learning
challenges in areas such as: motor, language, communication, cognition, and sensory processing. These
barriers to learning present complex challenges for teachers and therapists who work with these
children. For those students who also exhibit difficulties using their vision effectively, due to
neurological impairment such as Cortical Visual Impairment (C
VI), the task of meeting their complex
communication needs is even more difficult. This presentation will focus on practical strategies for
beginning communication and access. We will explore characteristics of Cortical Visual Impairment
(Christine Rom
an
-
Lantzy) in terms of how these impact communication, access and the development of
vision. What types of adaptations facilitate vision? How can technology help enhance attention,
perception and cognitive processing? How do we provide the critical fe
edback that these children need
for their limited motor movements. Come learn about simple strategies to provide these children with
a productive learning environment.


Learning Objectives:

Discuss the characteristics of children who have cortical vision

impairment (CVI),
Explain adaptations and communication strategies that would be most effective with this population,
Discuss strategies to enhance attention, perception, and cognitive Processing through using technology


Target Audience:
AT Specialists,
Communication Specialist, Educators, Faculty/Instructors, Family
Members, Occupational Therapists, Paraprofessionals, Physical Therapists, Rehab Therapists, Speech
-
Language Pathologists, Special Education Educators, Visual Impairment Specialists




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
40

Session Title
:
Seeing is Believing... and Doing


Speaker/s:

Gina

Keene
,
Baptist Memorial Hospital Rehabilitation

Marilyn

Ruscoe
USDA
-
ARS
(Agricultur
e Research Center)

Kym

Heine
Prentke Romich Company










Abstract:

This case study will emphasize the importance of using Aided Language Stimulation (ALS)
when teaching the use of a Speech Generating Device (SGD). Participants will view
videos showing
facilitators using ALS and the progress made over an eighteen month time period with respect to
language use and structure. Also discussed will be the importance of issues related to: team
collaboration, the revision of therapy goals and p
rocedures, and the need for ongoing training for the
facilitators.


Learning Objectives:

Learn the importance of training communication partners to become competent
facilitators able to use Aided Language Stimulation and a consistent prompt hierarchy., Lea
rn factors to
consider when developing a long range intervention plan that focuses primarily on language
development and the generation of spontaneous novel utterances., Learn the importance of providing
client focused therapy and how to address issues tha
t may arise from using such an approach.


Target Audience:
Administrators, AT Specialists, Caregiver, Communication Specialist, Educators, Family
Members, Occupational Therapists, Paraprofessionals, Physical Therapists, Speech
-
Language
Pathologists,
Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
42

Session Title
:
Alexicom Tech
-

The APP and more!


Speaker/s:

Karen

Suhm
,
Alexicom Tech















Abstract:

Today's advancements in computer engineering and access to the internet via multiple
platforms are ushering in remarkable progress in assistive technology for the disabled community. This
presentation will provide information on an affordable, e
ffective, and accessible augmentative and
alternative communication system, Alexicom Tech. The language impaired population is diverse. We
will demonstrate how this versatile system best provides communication to those with complex
communication needs.
We will address unique features and advantages of our internet
-
based system
that also has android and apple applications. We will provide hands
-
on demonstrations of how to
create and modify pages to meet a user s specific needs. Time will be provided fo
r hands
-
on exploration
of our Public Pages and language structure that assist emergent communicators as well as adults
capable of formulating spontaneous language. You will also receive a free 45
-
day trial!


Learning Objectives:

Demonstrate how Alexicom
Tech can be used by people with complex
communication needs in a variety of environments, Develop and use personalized communication pages
to stimulate language development, Apply Alexicom's language system to a variety of academic and
social activities to

encourage language interactions


Target Audience:
Administrators, Advocates, AT Specialists, Caregiver, Communication Specialist,
Consumers/Individuals with Disabilities, Disability Services, Educators, Family Members, General
Interest, IT, Occupational T
herapists, Paraprofessionals, Rehab Therapists, Speech
-
Language
Pathologists, Special Education Educators, Vocational Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
44

Session
Title
:
Aided Language Stimulation: Increase Input to Increase Output!


Speaker/s:

Stacy

Springer
,
South Carolina Department of Education

Carol

Page
University of South
Carolina/South Carolina Assistive Technology Program













Abstract:

Ai
ded Language Stimulation is one of the most effective communication partner strategies for
facilitating a child s skills to become a functional and effective augmentative communicator.
Understanding how to provide and model the use of AAC is directly rela
ted to the success of the
individual s AAC system. Examples of various supports and research supporting Aided Language
Stimulation intervention will be reviewed. Come learn one of the most critical elements that influence
success of AAC systems! Videos
and case examples of students will be provided.


Learning Objectives:

Be able to define Aided Language Stimulation., Be able to identify readily available
resources for supporting Aided Language Stimulation intervention., Be able to demonstrate the use of
Aided Language Stimulation with a communication partner.


Target Audience:
AT Specialists, Caregiver, Communication Specialist, Disability Services, Educators,
Family Members, General Interest, Occupational Therapists, Pre
-
service, Professional
Development
/Training, Rehab Therapists, Speech
-
Language Pathologists, Special Education Educators,
Vocational Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
46

Session Title
:
TBOXAPPS' Range

of AAC Applications on the iPad


Speaker/s:

Rebecca

Bright
,
Therapy Box Ltd















Abstract:

tboxapps will provide an overview of their current AAC app range. The latest versions of
Predictable and Scene&Heard will be overviewed,
allowing attendees to understand the functions and
features of the applications and explore how the apps can be implemented for a range of client groups.


Learning Objectives:

Identify a range of applications for AAC available on the iPad, Be able to compa
re a
range of applications to aid in feature matching AAC systems for various client groups, Understand the
features of the apps discussed to allow customisation for their client groups


Target Audience:
Academic Technologist, AT Specialists, Caregiver, Co
mmunication Specialist,
Consumers/Individuals with Disabilities, Curriculum and Instruction, Disability Services, Educators,
Family Members, General Interest, Occupational Therapists, Paraprofessionals, Rehab Therapists,
Speech
-
Language Pathologists, Speci
al Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
AAC
-
48

Session Title
:
Lite Tech: Back to the Basics


Speaker/s:

Lori

Dahlquist
,
Adaptivation, Inc.















Abstract:

Adaptivation was born out of necessity, and founded in functionality, durability and quality.
This ethic continues to guide our assistive technology service to individuals with disabilities. Our
products have earned a reputation for being afforda
ble, durable and innovative. We continue to create
new products and ideas. Our goal is to let our products speak for themselves (some literally) so each
time we introduce a new assistive device, our customers know, without ever having seen it, that is
prac
tical, well
-
built and backed by personal attention. With the fast
-
paced, ever
-
changing world of
technology, it is important to remember that simple technology is appropriate for many of our clients. If
you are new to the area of assistive technology, come

and learn about our line of switches,
communication aids and simple environmental aids for daily living. If you are currently familiar with our
products, attend our session to refresh your memory about new and sometimes forgotten features that
increase th
e versatility of these products. Along with product features, we will show ways to incorporate
the technology into fun and functional activities that can be used at home, school, work and play.


Learning Objectives:

Be able to list three useful features of
fered by lite technology., Be able to compare
and contrast two types of switches that can be used to enhance communication activities., Be able to
incorporate lite technology into an activity for one current client.


Target Audience:
Administrators, Advoca
tes, AT Specialists, Caregiver, Communication Specialist,
Consumers/Individuals with Disabilities, Educators, Faculty/Instructors, Family Members, General
Interest, Government/Non
-
Profit Agencies, Occupational Therapists, Paraprofessionals, Physical
Therap
ists, Professional Development/Training, Rehab Therapists, Social Workers, Speech
-
Language
Pathologists, Special Education Educators, Vocational Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
CT
-
01

Session Title
:
Life Skills Training Software


Speaker/s:

Elliot

Pludwinski
,
Judy Lynn Software, Inc.















Abstract:

The World Health Organization has defined life skills as, "the abilities for adaptive and positive
behavior that enable individuals to deal effectively with the demands and challenges of everyday life".
In this presentation, two areas of life skill training will be examined, "sequencing" and "prevocational
transition skills". The first part of the pre
sentation will focus on sequencing and the software program
"In Sequence
-

Daily Living Skills". The presenter will demonstrate how to create customized sequencing
activities using video and still images from a digital camera. The second part of the pre
sentation will
focus on prevocational transition skills training and the software program "Listen & Respond". This
program virtually puts the student in a role play environment working behind the counter at various
stores. The presenter will demonstrate t
he many options in the program and how to add your own
customers. Switch accessibility will be demonstrated for both programs.


Learning Objectives:

Learn how to create accessible sequencing activities, Provide a simulated
environment for a student to wor
k behind the counter at various stores, Learn how to customize the
software using a digital camera


Target Audience:
AT Specialists, Consumers/Individuals with Disabilities, Curriculum and Instruction,
Disability Services, Educators, Faculty/Instructors, G
eneral Interest, Instructional Technologist,
Occupational Therapists, Physical Therapists, Professional Development/Training, Special Education
Educators, Vocational Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
CT
-
03

Session Title
:
AIM To Go! Portable Accessible Instructional Materials; E
-
Readers and
More!


Speaker/s:

Jeff

Bond
,
PATINS Project















Abstract:

This presentation will provide participants with
practical and student focused information on a
variety of e
-
readers currently available. Exploration of screen size, keyboard type, navigation,
compatible file formats, among other features of the e
-
reader will be demonstrated in this session along
with f
ormat conversion and other tips, resources and tricks relating to the challenges that a student with
a disability may face when accessing digital content.


Learning Objectives:

Have an understanding of the primary differences between many of the eReaders
o
n the market currently., Have an understanding of differences in file formats, format conversion tools
and procedures., Have an understanding of the importance of Accessible Instructional Materials and the
differences between "digital" and "accessible digi
tal."


Target Audience:
Academic Technologist, Administrators, Advocates, Alternative Media Specialist, AT
Specialists, Caregiver, Communication Specialist, Consumers/Individuals with Disabilities, Curriculum
and Instruction, Disability Services, Educators
, Faculty/Instructors, Family Members, General Interest,
Instructional Technologist, IT, Media Specialist, Occupational Therapists, Paraprofessionals, Physical
Therapists, Rehab Therapists, Speech
-
Language Pathologists, Special Education Educators, Visual
Impairment Specialists, Vocational Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
CT
-
05

Session Title
:
Creating an Inclusive Online Environment Using Text
-
To
-
Speech
Technology


Speaker/s:

Jonny

Kirk
,
BrowseAloud















Abstract:

Legislation such as the Americans with Disabilities Act and Section 508 require that websites
are designed with accessibility in mind thus allowing equal access to online content. Up
to 40% of the
US population experience some difficulty when reading information online. This includes persons with
cognitive disabilities, low literacy, dyslexia, a mild visual impairment and English as a second language.
In this presentation Jonny Kirk
from BrowseAloud discusses the difficulties faced by users when
interacting online and the benefits organizations have derived by adding text
-
to
-
speech technology to
their websites. BrowseAloud extends the accessibility of a website and provides a standa
rdized reading
support tool for websites. By reading website content aloud and highlighting each word as it is spoken,
BrowseAloud provides audio
-
visual support; improving reading comprehension, aiding word recognition
and enhancing concentration.


Learnin
g Objectives:

Learn how text
-
to
-
speech technology has been successfully employed to extend
the accessibility of a website., Develop a better understanding of the challenges faced by persons who
find it difficult to interact online., How to better address t
he needs of persons with cognitive disabilities
visiting your website.


Target Audience:
ADA Coordinator, Advocates, AT Specialists, Communication Specialist,
Consumers/Individuals with Disabilities, Disability Services, Educators, Faculty/Instructors, Fam
ily
Members, General Interest, Government/Non
-
Profit Agencies, Instructional Technologist, IT,
Professional Development/Training




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
CT
-
09

Session Title
:
Using the iPod/iPad for Functional Independence with Video
Modeling


Speaker/s:

Mike

Schmitz
,
The Conover Company















Abstract:

For some, going on a shopping trip, using basic literacy skills, understanding what to do when
seeing a wa
rning sign or transitioning from school to work are very difficult tasks. This session will teach
how one can use the iPod and iPad to become more capable of functioning independently in their
homes, schools, communities and workplaces by using these mobil
e technologies (along with the
concept of video modeling) to teach and reinforce these key functional skills.. The iPod and iPad can be
utilized to increase a learner's ability to make appropriate choices, as well as motivate them in gaining
functional lit
eracy, social, life and work skills which allow for freedom and independence. These are
practical tools for anyone trying to become more functionally independent in our society.


Learning Objectives:

Understand the concept of video modeling and why it is a
n effective way to teach
functional skills, Learn how to apply the concept of video modeling to the iPod/iPad as a visual
prompting tool, Learn how to use several iPod/iPad applications to promote functional independence


Target Audience:
AT Specialists, C
aregiver, Educators, Faculty/Instructors, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR S
PEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
ECA
-
04

Session Title
:
Making the Magic Accessible: Walt Disney World Touring
Tips.


Speaker/s:

Sandra I

Bostwick
,
PassPorter.com and Creative Learning Studios, LLC















Abstract:

This presentation will explore basic strategies for making a Walt Disney World visit as magical
as possible. A variety of
disabilities will be discussed. Links to online resources will be provided. The
presenter is a contributing author for PassPorter Walt Disney World Guides and The Open Mouse Guide
for special needs. The content of several articles on visiting Walt Disney W
orld with special needs (see
below) will be discussed. http://occupational
-
therapy.advanceweb.com/Web
-
Extras/Online
-
Extras/Accessing
-
the
-
Magic
-
2.aspx http://occupational
-
therapy.advanceweb.com/Web
-
Extras/Online
-
Extras/Accessing
-
the
-
Magic.aspx http://o
ccupational
-
therapy.advanceweb.com/Web
-
Extras/Online
-
Extras/Firsthand
-
Account
-
of
-
Handheld
-
Device.aspx I*Managing: Case Examples on ADVANCE for
Occupational Therapy Practitioners I Managing on ADVANCE for Occupational Therapy Practitioners
I*Managing: St
rategies and Resources on ADVANCE for Occupational Therapy Practitioners


Learning Objectives:

Understand the Guest Assistance Card, Identify resources for planning a Disney
Visit with Special Needs, Learn strategies for best accessibility in the parks


Ta
rget Audience:
Academic Technologist, ADA Coordinator, Administrators, Advocates, AT Specialists,
Caregiver, Communication Specialist, Consumers/Individuals with Disabilities, Disability Services,
Educators, Faculty/Instructors, Family Members, General Int
erest, Occupational Therapists,
Paraprofessionals, Physical Therapists, Pre
-
service, Professional Development/Training, Rehab
Therapists, Social Workers, Speech
-
Language Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE



FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
ECA
-
10

Session Title
:
Computer Accessibility for Those with Physical Impairments


Speaker/s:

Mel

Dashner
,
Origin Instruments Corporation















Abstract:

This session will
provide an overview of the complete line of Origin Instruments hardware,
Windows software, Mac OS software offerings in the areas of computer access for physical impairments,
language and communication, access for vision impairments and speech synthesis.

As a highlight, two
offerings will be showcased during the presentation, including PageBot for Kindle, the first switch
-
based
access to the Kindle eReader and, Tornado, which provides switch access to the iPad, iPod touch and
iPhone devices.


Learning Ob
jectives:

Be able to provide expertise regarding the features and benefits of the Extreme
Products, including the HeadMouse Extreme, and how to best utilize these offerings to make
computers easier to access and use for those with disabilities, Be able t
o provide eReading knowledge to
their respective organizations and/or persons they support regarding a switch
-
based accessibility
solution for Amazon s Kindle DX, Kindle 2 and Kindle 3, Be to communicate and share information on
how to provide switch
-
based

access to Apple iOS devices (iPad, iPod touch and iPhone)


Target Audience:
Academic Technologist, Advocates, AT Specialists, Caregiver, Communication
Specialist, Consumers/Individuals with Disabilities, Disability Services, Family Members, General Intere
st,
Government/Non
-
Profit Agencies, IT, Occupational Therapists, Physical Therapists, Rehab Therapists,
Speech
-
Language Pathologists, Special Education Educators, Visual Impairment Specialists, Vocational
Rehabilitation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
ECA
-
14

Session Title
:
Sail Away with Software That's Age
-
Appropriate and Interactive for
Learning


Speaker/s:

Julie

Dutchess
,
NCATP















Abstract:

For some
individuals, the use of computer technology is an important component to their
learning environment. When working with adults with disabilities, it is essential to select age
-
appropriate and interactive software. The presenter runs one of North Carolina's
assistive technology
centers, which hers is unique in that is housed in a community rehabilitation facility. The presenter will
share information and experiences relevant to using age
-
appropriate and interactive software to
increase individuals' independen
ce, self
-
direction, efficiency, productivity and learning. The session will
demonstrate the gains that may be made when individuals use software that increases growth in all
developmental areas, as well as, using functional/relevant situations and content
. Videos and pictures
will be used to illustrate how individuals benefit from being able to utilize software where they are able
to make choices in an accessible format. A variety of age
-
appropriate, interactive (and sometimes free)
software/websites will
be explored.


Learning Objectives:

Understand the importance of selecting age
-
appropriate software for adults with
disabilities, Identify age
-
appropriate and interactive software/websites that can be utilitized with adults
with disabilities to encourage learning, Learn best practices for t
he integration of software into the
learning environment


Target Audience:
Academic Technologist, AT Specialists, Communication Specialist,
Consumers/Individuals with Disabilities, Curriculum and Instruction, Educators, Family Members,
General Interest, Sp
eech
-
Language Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
01

Session Title
:
Literacy Learning with Boardmaker Studio: A Hands
-
On Lab


Speaker/s:

Lisa

Kehoe
,
DynaVox Mayer
-
Johnson

Enid

Hurtado
DynaVox/Mayer
-
Johnson













Abstract:

This practical session will provide hands
-
on exploration of the Studio Starter Templates in
Boardmaker Studio that can be used to create a range of literacy
learning instructional activities.
Templates that will be used in this session provide learners with the access to the following key
opportunities: to read with instructional supports, to engage in phonological learning through
exploration and to develop k
nowledge of words through words study and to write for varied purposes
and audiences. Participants will leave this session with confidence using the vast collection of Studio
Starter Templates. In addition, participants will learn how to use the Project Se
tup menu to present
Studio Starter Template activities to address a variety of student needs. The knowledge participants
leave this session with can be easily generalized to all instructional uses of Boardmaker Studio outside of
literacy learning.


Learnin
g Objectives:

Identify the activities that can be included to create varied and rich literacy
learning instruction., Identify and use Studio Starter Templates to support their literacy learning
instruction., Adjust the activity specific options of Studio S
tarter Templates to adjust for the varied
needs of her/his students.


Target Audience:
AT Specialists, Curriculum and Instruction, Educators, Paraprofessionals, Speech
-
Language Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
07

Session Title
:
iPod/iPad App Review


Speaker/s:

Amanda

Peters
,
Atomic Learning















Abstract:

Bring your iPod, iPhone, or iPad to this session and share your
favorite app for use in special
education. Share about the students you use the app with the success they are having. We'll document
the reviews in an online tool that you'll be able to access and add to after the conference.


Learning Objectives:

Identify

apps that others have successfully used with students with special needs.,
Discuss the strengths students need to benefit from each app., Develop a list of apps that have been
reviewed by their peers that they can reference in the future.


Target Audience
:
Academic Technologist, Alternative Media Specialist, AT Specialists, Caregiver,
Communication Specialist, Consumers/Individuals with Disabilities, Curriculum and Instruction,
Educators, Family Members, Instructional Technologist, Media Specialist, Occupa
tional Therapists,
Physical Therapists, Professional Development/Training, Speech
-
Language Pathologists, Special
Education Educators, Visual Impairment Specialists




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
15

Session Title
:
Universal Design for Learning Implementation for 21st Century
Students


Speaker/s:

Ronald

Rogers
,
State Support Team Region 1

Jeff

McCormick
Ohio Center for Autism and
Low Incidence













Abstract:

In
Ohio the State Support Team Region 1 along with The Center for Applied Special Technology
(CAST) and The Ohio Center for Autism and Low Incidence (OCALI) directly worked with 5 districts to roll
out and implement Universal Design for Learning. We are almos
t through our first year and will soon be
offering RFP s for these districts to move into year 2 of UDL implementation. We will be sharing what
has worked and what has not worked for UDL implementation. Our 5 districts consisted of Prek
-
12, a
Career Cente
r and a Virtual School.


Learning Objectives:

Identify best presentation practices for rolling out Universal Design for Learning.,
Develop a plan to rollout and implement UDL in their district or building., Measure implementation of
UDL.


Target Audience:
Academic Technologist, Administrators, AT Specialists, Communication Specialist,
Curriculum and Instruction, Educators, Faculty/Instructors, Government/Non
-
Profit Agencies,
Instructional Technologist, Media Specialist, Occupational Therapists, Paraprofessi
onals, Physical
Therapists, Professional Development/Training, Speech
-
Language Pathologists, Special Education
Educators, Visual Impairment Specialists




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
18

Session Title
:
Materials in Minutes for Structured Teaching: Free & Practical Tools


Speaker/s:

Phyl T.

Macomber
,
Practical Assistive Technology Solutions & Make A Difference, Inc.















Abstract:

Learn how to systemize
countless free instructional downloads for adapting curriculum using a
4
-
step, language
-
based structured teaching model. Receive step
-
by
-
step instruction on how to utilize
no
-
cost and practical Internet
-
based tools, along with Power Point, and quickly turn

them into
vocabulary flashcards, materials for various language
-
based games, portable pocket dictionaries &
thesauruses, onscreen talking glossaries and knowledge books, adapted writing activities, and mini
-
oral
presentations
-

to increase your efficiency

when providing "one
-
size
-
does
-
not
-
fit
-
all" customizing of the
ever
-
changing curriculum. Walk away with a resource CD containing a multitude of "getting started"
samples that you can begin using immediately to build comprehension and improve expression.


L
earning Objectives:

List and define the four steps for structured teaching to systemize and use
instructional downloads based on how a learner acquires, comprehends, processes, and expresses
language., Name free Internet
-
based resources and describe how to

use to build comprehension in the
area of word knowledge and adapted literacy supports., Describe how these same free Internet
-
based
resources can be adapted and used to improve expression in the area of adapted writing and sharing
factual knowledge.


Tar
get Audience:
AT Specialists, Communication Specialist, Curriculum and Instruction, Educators,
Faculty/Instructors, Family Members, Instructional Technologist, Paraprofessionals, Speech
-
Language
Pathologists, Special Education Educators, Vocational Rehabil
itation




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGIST
S





Session Code
:
EDU
-
20

Session Title
:
Early Literacy Tools and Accessibility for Severe and Multiple
Disabilities


Speaker/s:

Pati

King
-
Debaun
,
Creative
Communicating















Abstract:

We are clearly in an exciting era of technology where professionals who work with children
who have the most significant disabilities can not overlook the power of portable technologies such as
the IPAD but

can not overestimate it s power. Highlights include online resources, easy to use
computer activities, IPAD apps, and how to access them for students who have severe and multiple
disabilities. Participants will walk away with a clear understanding of ho
w children can access materials
at home and at school with a variety of different resource tools. Door prizes will be a part of this session!


Learning Objectives:

Be able to list at least three programs, Apps ,online resources, that are accessible
for stu
dents with severe and multiple disabilities., Be able to describe at least 3 different strategies for
using the tools mentioned above to develop early literacy skills., Understand the importance that
computer technologies play in early literacy development

for both home and school.


Target Audience:
AT Specialists, Communication Specialist, Family Members, Occupational Therapists,
Speech
-
Language Pathologists, Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
23

Session Title
:
Writing with Symbols: The Next Generation!


Speaker/s:

Dana

Rowe
,
Widgit

Tina

Detheridge
Widget Software













Abstract:

As the first company to deliver symbol word processing
through "Writing with Symbols,"
Widgit Symbol solutions have evolved. New and improved software applications, online tools, and
consultative symbol services have been developed to provide symbol support anywhere individuals
might need them. Print and o
nscreen resources can be developed through Widgit s Communicate
Series or in partnership with Widgit s Accessible Information Services. Online symbol support can be
accessed through websites like SymbolWorld.org or through the use of Point and Insite, Wid
git s online
symbol tools. However you wish to provide symbol support, Widgit has a solution. This session will
demonstrate many different ways to provide symbol support to increase independence and make a
positive difference in the lives of individuals

of all ages.


Learning Objectives:

Be able to identify many ways to provide symbol support to increase the
independence of individuals with additional needs, Be able to explain how symbols support
communication and learning, Be able to describe how symbol
s can be used in print, onscreen and online
to increase independence for all ages


Target Audience:
Academic Technologist, ADA Coordinator, Administrators, Advocates, Alternative
Media Specialist, AT Specialists, Caregiver, Communication Specialist, Consum
ers/Individuals with
Disabilities, Curriculum and Instruction, Disability Services, Educators, Faculty/Instructors, Family
Members, General Interest, Government/Non
-
Profit Agencies, Instructional Technologist, IT, Media
Specialist, Occupational Therapists,

Paraprofessionals, Physical Therapists, Pre
-
service, Professional
Development/Training, Rehab Therapists, Social Workers, Speech
-
Language Pathologists, Special
Education Educators, Visual Impairment Specialists, Vocational Rehabilitation, Web Designer




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
25

Session Title
:
Latest and Greatest from Clicker to Support Reading and Writing


Speaker/s:

Ann

Crick
,
Crick Software















Abstract:

Are you looking for ways to easily engage your students through innovative reading and
writing activities? Clicker is a proven reading and writing tool designed to be used by all learners to allow
them to engage with text through a range of resou
rces, from early sentence building activities and
talking books to writing frames and digital storytelling templates. Come discover all of the latest and
greatest developments from Clicker that help students of all abilities achieve rapid and permanent gai
ns
in their levels of reading and writing.


Learning Objectives:

identify the latest developments from Clicker that enhance the benefits of the
program in your classroom even further., recognize the extensive range of innovative Clicker activities
availabl
e to support reading and writing., understand how to easy it is to create or alter a Clicker activity
in order to provide access to curriculum for students of all abilities and using different learning styles.


Target Audience:
Alternative Media Specialist
, AT Specialists, Communication Specialist, Curriculum and
Instruction, Educators, Instructional Technologist, Media Specialist, Speech
-
Language Pathologists,
Special Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
27

Session Title
:
Curriculum Access in a Multimedia World for Students with
Disabilities


Speaker/s:

Jessica

Brodey
,
JMB Policy Consulting















Abstract:

For many years, the Chafee
Amendment (and now the NIMAS provisions within IDEA) have
been the "gold standard" for providing access to print instructional materials for children with
disabilities. Unfortunately, both NIMAS and the Chafee Amendment have significant limitations, and do

not provide educators with the full capacity to provide complete access to all instructional materials for
all students with disabilities, particularly online and multimedia materials. This presentation will focus
on identifying new materials, acquiring a
ccessible instructional materials, and converting materials into
accessible formats. We will discuss options beyond just Chafee and NIMAS for providing access to
instructional materials (including online materials and multimedia materials) in a manner cons
istent
with the US Copyright Laws.


Learning Objectives:

Learn about the different accessibility laws and policies governing access to
instructional materials., Learn to identify accessible materials for acquisition., Learn the ways to convert
inaccessible

materials, including online and multimedia materials, into accessible formats.


Target Audience:
Academic Technologist, Administrators, Advocates, Alternative Media Specialist, AT
Specialists, Communication Specialist, Consumers/Individuals with Disabilit
ies, Curriculum and
Instruction, Disability Services, Educators, Faculty/Instructors, Family Members, General Interest,
Instructional Technologist, IT, Media Specialist, Paraprofessionals, Pre
-
service, Professional
Development/Training, Speech
-
Language Pat
hologists, Special Education Educators, Visual Impairment
Specialists, Web Designer




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
32

Session Title
:
Creating a Language
-
Rich Classroom using
Technology


Speaker/s:

Christina

Bowers
,
Arlington Public Schools

Carmen

Rivera
Arlington Public Schools













Abstract:

This educational session is designed to provide speech
-
language pathologists and special
educators with innovative way
s to develop and implement a technology
-
rich classroom which benefits
students with cognitive and communication delays. The goals of this educational session are: 1.) To
describe in basic terms the different types of software and technology that successful
ly aid in creating a
language
-
rich classroom. 2.) To describe activities that can be used to facilitate learning and
communication for students in the school environment. 3.) To provide examples of activities and
lessons designed using software and hardw
are technology.


Learning Objectives:

Describe types of technology that aid in creating a language
-
rich classroom,
Describe activities that facilitate learning and communication in the classroom, Provide examples of
activities designed using technology


Target Audience:
Communication Specialist, Consumers/Individuals with Disabilities, Curriculum and
Instruction, Educators, Family Members, General Interest, Occupational Therapists, Paraprofessionals,
Physical Therapists, Speech
-
Language Pathologists, Sp
ecial Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
36

Session Title
:
New Generation of Software and Access Technology from Inclusive
Technology


Speaker/s:

Rob

McPherson
,
InclusiveTLC

Nigel

Wallace
Inclusive TLC Special Needs













Abstract:

This presentation will demonstrate 2 new software titles (MatrixMaker and MyZone), as well
as a new generation of access technology (Simply Works).


Learning
Objectives:

Understand the benefits and beginning implementation of using Matrix Maker in a
classroom and therapeutic settings., Be introduced to the setup and use of the wireless Simply Works
system of switch accessible products., Learn how to incorporate

the basic operation of MyZone software
and the implications for students.


Target Audience:
AT Specialists, Caregiver, Communication Specialist, Consumers/Individuals with
Disabilities, Curriculum and Instruction, Educators, Faculty/Instructors, Family Me
mbers, Instructional
Technologist, Occupational Therapists, Paraprofessionals, Speech
-
Language Pathologists, Special
Education Educators




EDUCATIONAL PROGRAM MINI GUIDE


FOR SPEECH
-
LANGUAGE
PATHOLOGISTS





Session Code
:
EDU
-
39

Session

Title
:
Building Receptive, Expressive, and Communicative Sentence
Competency


Speaker/s:

Mary

Sweig Wilson
,
University of Vermont & Laureate Learning Systems















Abstract:

Students with language disorders including those with Autism
Spectrum Disorders (ASD),
Intellectual Disabilities, and Specific Language Impairments (SLI) as well as English Language Learners
(ELL) have more difficulties mastering sentence or syntax understanding and production than acquiring
an initial core vocabula
ry. To become competent communicators, however, they must learn to
comprehend and use sentences/syntax. Further, reading comprehension builds on the foundation of
syntax proficiency. This session will present practical theory and research
-
based approaches
to
developing receptive and expressive syntax competence. Software can provide these students with
intensive, individualized receptive language intervention to help them master syntactic forms and
provide the foundation for building expressive use. Partici
pants in this session will first learn how to use
research
-
based software to teach the grammatical forms necessary for simple sentence comprehension.
Next, expressive use of simple sentences in structured supportive contexts will be covered. Strategies
for

moving from structured supported environments to the use of sentences in communication contexts
will be presented. Following the discussion of simple sentences, participants will learn similar receptive,
structured expressive, and conversational strategie
s for teaching the semantics and syntax of Yes/No
-

and Wh
-
Questions.


Learning Objectives:

Understand current linguistic theory and research bases of syntax development.,