This module provides information on strategies and tools professionals can use in literacy intervention for sight words with preschoolers who use augmentative and alternative communication (AAC). These evidence-based strategies and tools have been shown to be effective in children and adults and across varying cognition and language levels and diagnoses, but we are focusing specifically on studies conducted with preschoolers in this module. This module consists of readings and interactive material to support translation of research to practice.
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Learning Outcomes
You will be able to:
- Discuss one aspect of literacy skills (i.e., sight words) which is critical for preschoolers who benefit from AAC
- Describe the interventions used to provide exposure to literacy skills to preschoolers who rely on AAC across diagnoses
- Explain how to incorporate learning tools into activities with individuals who rely on AAC
Time Ordered Agenda (based on word count and Moodle data)
54 minutes: Boyle et al., (2017)
59 minutes: Mandak et al., (2018) Article and blog (58 + 1)
64 minutes: Boyle et al., (2021) Article and blog (60 + 4)
4 minutes: Learner Assessment
TOTAL: 3 hours
Prerequisites
None
Assessment Type
At the end of the module, you will complete a quiz. You must achieve 80% accuracy to earn CE credit
Accommodations
If you need special accommodations, please contact Beth Frick Semmler at bfs5682@psu.edu or Kelly Webb at kdw5@psu.edu.
Target Audience
Speech-language pathologists looking for evidence-based strategies in AAC and who work with individuals with complex communication needs.
More Information
For more information about this program, please contact Beth Frick Semmler at bfs5682@psu.edu or Kelly Webb at kdw5@psu.edu.
Grievances and Complaints
If you have a complaint regarding registration, delivery process and procedures, facilities, access, service, or any other grievance about the program please submit your written complaint via email to Kelly Webb at kdw5@psu.edu within 30 days after program completion. Upon request, Kelly will provide a copy of how complaints are addressed for any continuing education program offered by the Penn State Department of Communication Sciences and Disorders.
Affirmative Action and Nondiscrimination
Please visit https://affirmativeaction.psu.edu/welcome/statements/ to view information regarding affirmative action and Penn State’s nondiscrimination policy.
If you do not have an ASHA Member Number or are not an ASHA certificate holder, please review the following link which contains ASHA’s Eligibility to Earn ASHA CEUs Online Form. This should be completed as part the reporting process.
Speaker Bios and Author Disclosures
The Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC) is a multi-site team of researchers, individuals with disabilities, clinicians, engineers, clinicians, educators, and professions who share the goal of researching and designing AAC that meets the communication and participation needs of individuals with disabilities. The contents included in this module were developed under grants from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grants # 90RE5017, #90REGE0014). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents do not necessarily represent the policy of NIDILRR, ACL, HHS, and you should not assume endorsement by the Federal Government.
None of the authors have a financial interest in the AAC applications discussed in this module.
Selena Babb – Salena Babb was supported by the Penn State AAC Leadership Project, a doctoral training
grant funded by U.S. Department of Education grant #H325D110008 while this research was conducted.
David McNaughton – no financial or non-financial disclosures related to report
Janice Light – no financial or non-financial disclosures related to report
Kesley Mandak – no financial or non-financial disclosures related to report
Susannah Boyle – no financial or non-financial disclosures related to report.
Shelley E. Chapin – no financial or non-financial disclosures related to report