AAC Learning Center

Educational resources for AAC

AAC Interventions to Maximize Language

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Dr. Janice Light (Penn State University)
Webcast Description
Young children who have significant communication disabilities are at risk in all aspects of their development. Early AAC intervention is essential to maximize outcomes. This session will report on the results of a research project, funded by the National Institute on Disability and Rehabilitation Research as part of the AAC-RERC.The session will discuss:
(1) effective designs for AAC systems to better meet the needs and skills of young children, and
(2) effective techniques to implement AAC with young children who have significant communication disabilities (ages 0-3) and their families.Implications for effective evidence-based practice will be discussed using case studies to illustrate the effects of these interventions on language and communication development. With early access to appropriate AAC technologies and services, young children with significant communication disabilities will be better able to build the language and communication skills that they require to achieve their full potential and maximize outcomes.
Additional Resources
The AAC and Early Intervention Website provides guidelines for supporting the development of language skills for learners with special needs, especially learners with complex communication needs.
A 10-item quiz based on the content of this webcast, is available at the AAC Learning Center Moodle. You will need to register at the AAC Learning Center Moodle in order to complete the quiz. Upon successful completion of the quiz, you will be able to download a Certificate of Completion.

This webcast was produced as part of the work of the AAC-RERC under grant #H133E080011 from the National Institute on Disability and Rehabilitation Research (NIDRR) in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS)

Maximizing Literacy Skills

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Dr. Janice Light & Dr. David McNaughton (Penn State University)

Webcast Description

Literacy skills are critical for individuals who require AAC. Unfortunately, many individuals who require AAC experience significant difficulties in acquiring literacy skills.

This session will discuss effective evidence-based practices to maximize the literacy skills of individuals who require AAC. Case studies (including video) will be used to illustrate effective interventions to help student who require AAC:
(a) acquire phonological awareness skills,
(b) learn to read words,
(c) participate in shared reading activities with personalized books, and
(d) write their own stories.
With appropriate instruction, individuals who require AAC can achieve improved literacy skills and will be able to maximize their educational and vocational outcomes.

Additional Resources

The AAC Literacy website provides guidelines for teaching literacy skills to learners with special needs, especially learners with complex communication needs

A 10-item quiz based on the content of this webcast, is available at the AAC Learning Center Moodle. You will need to register at the AAC Learning Center Moodle in order to complete the quiz. Upon successful completion of the quiz, you will be able to download a Certificate of Completion.

 

This webcast was produced as part of the work of the AAC-RERC under grant #H133E080011 from the National Institute on Disability and Rehabilitation Research (NIDRR)in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS)

Supporting Communication of Individuals with Minimal Movement

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Susan Fager, Ph.D. CCC/SLP Institute for Rehabilitation Science and Engineering at Madonna Rehabilitation Hospital, Lincoln, Nebraska
David Beukelman,Ph.D. CCC/SLP University of Nebraska, Lincoln Institute for Rehabilitation Science and Engineering at Madonna Rehabilitation Hospital, Lincoln, Nebraska Munroe-Meyer Institute, University of Nebraska Medical Center
Webcast Description For many years we have provided AAC services to people with minimal movement capability. Their medical conditions include brainstem stroke, amyotrophic lateral sclerosis, Guillan Barre’ Syndrome, and chronic myasthenia gravis. As with others who rely on AAC, these people are multi-modal communicators in that they use high and low technology options depending upon the situation and the listener. High technology options include commercially available devices as well as technology under development. During the past year, we have provided presentations related to our work in this area at RESNA, the World Congress on Disability, and ATIA. In this webcast we present the content of those presentation through an interactive discussion format.
Additional Resources Slides and handouts
  • Transcript of presentation (pdf)
  • Transcript of presentation (txt)
  • Powerpoint slides as a handout (pdf)
A 10-item quiz based on the content of this webcast, is available at the AAC Learning Center Moodle. You will need to register at the AAC Learning Center Moodle in order to complete the quiz. Upon successful completion of the quiz, you will be able to download a Certificate of Completion.
This webcast was produced as part of the work of the AAC-RERC under grant #H133E080011 from the National Institute on Disability and Rehabilitation Research (NIDRR)in the U.S. Department of Education’s Office of Special Education and Rehabilitative Services (OSERS)

“I go everywhere independently”: AAC supports for a VERY active life

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Webcast description

Tracy Rackensperger describes the importance of AAC supports for her many employment, independent living, and recreational activities, and areas in which she would like to see improvements in AAC technology.

First shown at the RERC on AAC State of the Science Conference in Arlington, Va, on July 13, 2018.
Text and photos by Tracy Rackensperger (video editing by David McNaughton). Excerpts of video from Tracy’s story used with permission.

Please cite as:

Rackensperger, T. (2018, July 13). “I go everywhere independently”: AAC supports for a VERY active life. Retrieved from https://aac-learning-center.psu.edu/2018/10/14/i-go-everywhere-independently-aac-supports-for-a-very-active-life/

Additional Resources

Tracy’s story (Institute on Human Development and Disability at the University of Georgia)

The folly of fortune telling

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Webcast description

Rob Rummel-Hudson describe the dangers of limited expectations, and the importance of opportunities and equity in achieving meaningful outcomes for his daughter, Schuyler.

First shown at the RERC on AAC State of the Science Conference in Arlington, Va, on July 13, 2018.
Text and photos by Rob Rummel-Hudson and Schuyler Hudson (video editing by David McNaughton)

Please cite as:

Rummel-Hudson, R. & Hudson, S. (2018, July 13). The folly of fortune telling. Retrieved from https://aac-learning-center.psu.edu/2018/10/14/the-folly-of-fortune-telling

Additional resources

Fighting Monsters with Rubber Swords

The contents of this website are a joint offering of Penn State University and the RERC on AAC. They were developed, in part, under a grant from the National Institute on Disability, Independent Living, and Rehabilitation Research (NIDILRR grant number 90REGE0014) to the Rehabilitation Engineering Research Center on Augmentative and Alternative Communication (RERC on AAC). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). The contents of this website do not necessarily represent the policy of NIDILRR, ACL, or HHS, and you should not assume endorsement by the Federal Government.
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