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AAC Strategies for Individuals with Moderate to Severe Disabilities

Susan S. Johnston, PhD; Joe Reichle, PhD; Kathleen M. Feeley, PhD; Emily A. Jones, PhD, BCBA-D

CE Credit: 8 Hours

Target Audience: Psychology CE | Counseling CE | Social Work CE | Occupational Therapy CEUs | Marriage & Family Therapy CE | School Psychology CE

Learning Level: Intermediate

Course Type: Test Only

Course Abstract

AAC Strategies for Individuals with Moderate to Severe Disabilities is an 8-hour test only continuing education ourse (book not included). The book can be purchased from Amazon or some other source.

This CE test is based on the book “AAC Strategies for Individuals with Moderate to Severe Disabilities” (2012 | 384 pages). With more children and young adults with severe disabilities in today's general education classrooms, SLPs, OTs, PTs, educators, and other professionals in school settings must be ready to support their students' communication skills with effective AAC. This text provides proven strategies from top AAC experts to help readers establish a beginning functional communicative repertoire for learners with severe disabilities. Professionals will start with an in-depth intervention framework, including a guide to AAC modes and technologies, variables to consider when selecting AAC, and how AAC research can be used to support practice. Then they'll get explicit, evidence-based instructional strategies they'll use to help children and young adults initiate, maintain, and terminate an interaction. To help guide their interventions, professionals will get a CD-ROM with more than 35 blank forms and sample filled-in forms, plus helpful hints, research highlights, case examples, and chapter objectives. They'll also have a step-by-step primer on monitoring each learner's performance, including an overview of different types of measurement systems and when to use each of them. The go-to guide to the latest evidence-based AAC strategies, this research-to-practice book will help improve communication and quality of life for learners with a range of significant disabilities.

Closeout Course #80-52 | 50 posttest questions

This course will be permanently retired on July 31, 2017.

Learning Objectives

1.Describe the core areas for establishing a framework for intervention
2.Differentiate social communication and types of communicative intents
3.List variables to consider when developing an augmentative communication mode
4.Name strategies to develop an effective aided communication system
5.Describe instructional strategies that will increase generalization and enhancement of an individual’s use of ACC
6.Describe the steps involved in establishing functional communication
COURSE DIRECTIONS

This test-only course provides instant access to the CE test that enables you to earn CE credit for reading a published course book (book NOT included in your course enrollment). After enrolling, click on My Account and scroll down to My Active Courses. From here you’ll see links to Download/Print or Take CE Test (you can print the test to mark your answers on it while reading the course book).

Successful completion of the online CE test (80% required to pass, 3 chances to take) and course evaluation are required to earn a certificate of completion. Click here to learn more.

About the Author(s)

Susan S. Johnston, PhD, conducts research, teaches, and provides technical assistance in the areas of augmentative and alternative communication, early language and literacy intervention, and early childhood special education. During her tenure at the University of Utah, Dr. Johnston served as Associate Dean for Academic Affairs for the College of Education and currently serves as Director of International Initiatives for the College of Education. She received her Master of Arts degree and doctorate in speech-language pathology from the University of Minnesota in Minneapolis.

Disclosure:

Financial: Receives royalties from Paul H. Brookes Publishing Co. for sales of the book for this course. Also, employed by and receives a salary from the University of Utah.
Nonfinancial: No relevant nonfinancial relationship exists.


Joe Reichle, PhD, Professor and American Speech-Language-Hearing Association (ASHA) Fellow, holds a joint appointment in the Departments of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota. He is an internationally recognized expert in the areas of augmentative and alternative communication and communication intervention for individuals with significant developmental disabilities, with more than 55 articles in refereed journals. He has coedited 10 books focused on his areas of expertise and has served as an associate editor of the Journal of Speech-Language-Hearing Research. During his tenure at the University of Minnesota, Dr. Reichle served on the executive committee of the dean of the graduate school, was associate chair of the Department of Speech- Language-Hearing, and was training director of the Center on Community Integration. He has also served as a principal investigator, coprincipal investigator, and investigator on numerous federally funded research and training grants.

Disclosure:

Financial: Receives royalties from Paul H. Brookes Publishing Co. for sales of the book for this course. Also, employed by and receives a salary from the University of Minnesota.
Nonfinancial: No relevant nonfinancial relationship exists.


Kathleen M. Feeley, PhD, is the clinical coordinator for the Certificate in Autism and Special Education Program at C.W. Post Campus, Long Island University. As the founder and director of the Center for Community Inclusion at C.W. Post Campus, Dr. Feeley provides training and technical assistance to families, school districts, and adult service agencies as they include individuals with developmental disabilities within their communities. She is also Senior Editor for the journal Down Syndrome Research and Practice and is a member of the international research group Research Action for People with Down Syndrome (RAPID), sponsored by Down Syndrome International.

Disclosure:

Financial: Receives royalties from Paul H. Brookes Publishing Co. for sales of the book for this course. Also, employed by and receives a salary from the Long Island University, Post Campus.
Nonfinancial: Provides volunteer counseling on educational matters to the Down Syndrome Advocacy Foundation. 


Emily A. Jones, PhD, BCBA-D, is an Assistant Professor in the Department of Psychology, Queens College, City University of New York. She teaches courses in applied behavior analysis and developmental disabilities and provides training and assistance to families, school districts, and other service providers to support children with developmental disabilities in inclusive settings.  Dr. Jones's research involves the development and demonstration of interventions to address early emerging core deficits in young children with developmental disabilities. Her current interests are in the area of social and communication skills, including joint attention in children with autism and early requesting skills in children with Down syndrome.

Disclosure:

Financial: Receives royalties from Paul H. Brookes Publishing Co. for sales of the book for this course. Also, employed by and receives a salary from City University of New York.
Nonfinancial: No relevant nonfinancial relationship exists.

 


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