2018 NWACS Annual Fall Conference
REGISTRATION NOW OPEN!
Seating is limited; register early!
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
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:
- identify high frequency, re-useable core words vs activity-specific, infrequently used extended vocabulary.
- develop a display accessible with partner assisted scanning and/or encoding with at least 50 core words.
- develop visual supports for teaching core vocabulary for at least 2 activities.
- demonstrate prompting and response strategies when interacting with someone using an AAC system.
- describe the difference between teaching core vocabulary through immersion vs. explicit instruction.
- describe at least 2 strategies for teaching core vocabulary during explicit vocabulary instruction.
- discuss the use of descriptive teaching with core vocabulary to meet curriculum demands.
- 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 ($12.00 payable at door by CHECK ONLY)
- This conference provides 6.0 hours of professional development. It is not offered for ASHA CEUs, but does count toward your Certification Maintenance Hours. Please retain your Verification of Attendance. If audited for ASHA Certification Maintenance, you can submit this certificate of completion at that time.