2018 NWACS Annual Fall Conference

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Event Title: Creating Core Vocabulary Environments for Students with Complex Motor and Communication Needs
Clock Hour Class Number: SEI0162

Clock Hour Claim Code: P0Y-UI4

Maximum clock hours available: 6.00 ($18.00)

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Please note: there are no seats available

NWACS 2018 Registration Open

Date:  October 20, 2018  

8 - 8:30am Registration / 8:30am - 4pm Workshop  12 - 1pm Lunch (provided)

Where:  Sheraton Bellevue Hotel in Bellevue, WA

Speaker:  Gail Van Tatenhove, MS, CCC-SLP

Gail Van Tatenhove is a speech-language pathologist in private practice, working with children and adults who use AAC strategies and devices.  Her contributions to the field of AAC include development of a loaner bank of AAC devices; development of AAC-based therapy and classroom products; participation in ASHA projects on AAC implementation; editor, coordinating committee member and professional development manager for Special Interest Group 12 of ASHA; board member of USSAAC; and past president of FSAAC, the Florida chapter of USSAAC.

Title:  Creating Core Vocabulary Environments for Students with Complex Motor and Communication Needs

NOTE: While the description uses the terms "students" and "classroom", this conference would be informative for anyone working with emerging communicators (regardless of age and/or environment)

Handouts will not be distributed at the door; instead, they will be emailed to attendees one week prior to the conference.

Handouts will not be distributed at the door; instead, they will be emailed to attendees one week prior to the conference.

About:  Students with complex motor and communication needs are often provided with AAC systems that meet basic needs or are designed for use in specific activities. The vocabulary selected often focuses on “concrete” and context-specific words because it is assumed that these words are “easy” and meet the communication needs of these students. An alternative approach is to emphasize core vocabulary words instead of context-specific words; and to replace context-specific AAC systems with AAC systems with a set of easily accessible core vocabulary words that can be used across all environments and with all communication partners.

This presentation will teach participants how to create core vocabulary environments by addressing eight key elements in a teaching team action plan: (1) selecting a set of core vocabulary words appropriate for the abilities of the student with complex needs; (2) representing core vocabulary in an AAC system, visual supports, and curriculum materials; (3) developing accessible AAC systems for motor access and ease in retrieving core vocabulary; (4) providing visual supports and multi-sensory scaffolds for use of core vocabulary in the classroom and at home; (5) practicing critical communication partner skills, such as modeling, creating communication opportunities, and asking appropriate questions; (6) teaching vocabulary using a Word-of-the-Week approach, the Book-of-the-Month Club approach, or a Grammar Rocks-Box approach; (7) using core vocabulary in school in classroom lessons to meet curriculum demands; and (8) supporting use of AAC and core vocabulary at home with the student’s family and community friends. 

Learning Outcomes:  Participants will:

  1. identify high frequency, re-useable core words vs activity-specific, infrequently used extended vocabulary.

  2. develop a display accessible with partner assisted scanning and/or encoding with at least 50 core words.

  3. develop visual supports for teaching core vocabulary for at least 2 activities.

  4. demonstrate prompting and response strategies when interacting with someone using an AAC system.

  5. describe the difference between teaching core vocabulary through immersion vs. explicit instruction.

  6. describe at least 2 strategies for teaching core vocabulary during explicit vocabulary instruction.

  7. discuss the use of descriptive teaching with core vocabulary to meet curriculum demands.

  8. discuss strategies to inform, involve, and instruct family and friends in the use of core vocabulary.

Continuing Education:  (Verification of Attendance will be distributed at the conference)

  • 6 OSPI CECH ($18.00 payable online only; please note fee increase and change in process)

    UPDATE: To obtain clock hours, you will need to sign in on the clock hours sheet at the clock hour table on the day of the conference. You will then complete both the clock hour form and the evaluation and pay the $18 fee online after the conference. Instructions have been emailed out to attendees.

  • This conference provides 6.0 hours of professional development and counts toward your Certification Maintenance Hours required by ASHA, however is not offered for ASHA CEUs. Please retain your Verification of Attendance. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time. Read more about how to count NWACS conferences toward your ASHA professional development requirements HERE.