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VE-AAC-24: Improving AAC Implementation and Collaboration across Multidisciplinary Teams

Overview

Effective Alternative and Augmentative Communication (AAC) implementation requires multidisciplinary teams to utilize intentional planning related to vocabulary and support AAC implementation across multiple environments. However, barriers exist for professionals and families, ranging from meeting together due to schedules and location, to varying comfort levels with AAC systems. To address these roadblocks, the Virtual Collaborative Communication Planner (VCCP), an online tool for teams is designed to connect team members to identify target vocabulary and resources for vocabulary layout on AAC systems. Participants will access the VCCP template during the session and brainstorm uses for their students.

Content Disclosure: This session focused on resources developed by a team based at the University of Central Florida, including the Virtual Collaborative Communication Planner (VCCP), an online tool.  There will be limited coverage of other resources. 

Learning Objectives

  1. Identify three barriers that result in poor implementation of AAC, and potential abandonment of AAC systems.
  2. Describe and discuss three or more ways of successful AAC implementation across various settings and practitioners.
  3. Demonstrate knowledge through use of the Virtual Collaborative Communication Planner (VCCP) template by completing at least one sample plan for a student.

Primary & Secondary Strand

Augmentative and Alternative Communication (AAC)

Target Audience

  • AT Specialists
  • Educators
  • Family Members
  • Occupational Therapists
  • Paraprofessionals
  • Physical Therapists
  • Rehab Therapists
  • Speech-Language Pathologists
  • Special Education Educators
  • Teachers of the Visually Impaired
  • Teachers of the Deaf/Hard of Hearing
  • Transition Coordinator
  • Visual Impairment Specialists

Experience Level

Introductory

Primary Life Cycle Addressed

Elementary - Secondary (K-12)

Session Delivery Format

Recorded presentation

Course Schedule

This course was recorded as part of the ATIA 2022 Virtual Event

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Learning Center CEUs

This course is offered for the following CE Provider Credits:
ACVREP; AOTA; IACET

For: 0.10 CEU Units or 1.0 CEU Hours.

ASHA CE Information: Recorded Session
Start date of ASHA CEUs offering: October 14, 2022
End date of ASHA CEUs offering: June 30, 2024
ASHA CE Approved Provider. ATIA. Introductory Level. 0.10 ASHA CEUs

This course was approved by CRCC for CRC CEUs and was included in the ATIA 2022 Virtual Event series. The ATIA 2022 Virtual Event CRC series offering was available from January 25, 2022 through January 24, 2023.

Speaker/s:

Chelsea Pierce, M.Ed.

University of Central Florida, PhD Student

Biography

Chelsea Pierce is a current Ph.D. student in the Exceptional Student Education Program at UCF. Chelsea has over extensive experience as both a General Education teacher and a Special Education teacher. She worked with the Center for Autism and Related Disabilities (CARD) at the University of Central Florida, as well as CARD at the University of Florida (UF) Health Jacksonville. She worked for the UF Health Neurodevelopmental Pediatric Center, serving on the Multidisciplinary Developmental Assessment Team and administering assessments and consultations through the Florida Diagnostic Learning and Resource Systems, Multidisciplinary Center (FDLRS-MDC). She’s presented at local and statewide conferences in areas of interest, including the use of visual supports and behavior management strategies. Her mission is to support parents and families of children with complex needs.

Relevant Financial Relationship: No

Relevant Non-Financial Relationship: No

Michelle Patterson

University of Central Florida

Biography

Michelle Patterson is a current Ph.D. student in the Exceptional Student Education Program at UCF. Michelle has over twenty-five years experience in special education as a teacher at the elementary and high school level. Focusing her early work in the field of autism, she developed skills in augmentative communication (AAC) and assistive technology (AT), and joined her district’s Assistive Technology team, and later the Florida Diagnostic Learning and Resource System (FDLRS/East) as a Technology Specialist where she supported teachers and families in the areas of Universal Design for Learning (UDL), Accessible Instructional Materials (AIM), AT, and AAC. Additionally, she worked with Promise of Brevard as they established a learning program for adults with disabilities living on their own, providing instruction in life skills, such as setting boundaries, conflict resolution and financial planning. A believer in collaborative work, she has presented in conjunction with both parents as well as students. Her mission is to continue supporting families, educators, and students so that all students can live to their fullest potential.

Relevant Financial Relationship: No

Relevant Non-Financial Relationship: No

Danica Moise, BCBA

University of Central Florida

Biography

Danica Moise is currently a doctoral scholar in Exceptional Student Education at the University of Central Florida. After graduation from UCF with a bachelor’s degree in Communication Sciences & Disorders in 2013, she started her career working with children with Autism Spectrum Disorder (ASD) providing Speech Language Services in the clinical setting. Afterwards, she transitioned to receiving her master’s degree specializing in Applied Behavior Analysis. She has provided Behavioral Analytical services to students with ASD services for the past five years in the clinical, home and school setting. Danica’s current graduate work focus on Executive Function skills and Self-Regulation. She is passionate about promoting success of early elementary learners with ASD exhibiting behavioral challenges.

Relevant Financial Relationship: No

Relevant Non-Financial Relationship: No

Kiera Anderson, OTR/L

University of Central Florida

Biography

Kiera Anderson has a background in Occupational Therapy specializing in children with exceptional needs. She is seeking to bridge the world of Occupational Therapy with education through research while obtaining her Ph.D. Kiera is researching accessibility for children with exceptional needs through the perspective of the “whole child”. She seeks to find new and innovative technology that will increase children’s learning, as well as culture and environmental awareness training for educators that will enable maximal attainment of skills. Kiera is thrilled to be a part of the program at the College of Community Innovation and Education at the University of Central Florida.

Relevant Financial Relationship: No

Relevant Non-Financial Relationship: No

Lindsey Pike, MSW

University of Central Florida

Biography

Lindsey Pike (she/her/hers) is a PhD scholar and Graduate Research Assistant in the Exceptional Student Education Program at the University of Central Florida. Ms. Pike has over seven years of experience working in public schools as both a social worker and a special education teacher. She also served as a youth and family therapist for three years, providing services to children and families with a variety of backgrounds and needs. Ms. Pike earned her BA in Literature at Lees-McRae College in 2009, her Masters in Social Work (MSW) from UCF in 2013, and an Intervention Specialist Masters Certification from UCF in 2019. She is slated to complete her PhD in Spring 2022. Ms. Pike’s research interests include teacher preparation, secondary and postsecondary students with disabilities, intersectionality, social justice in education, and inclusive and equitable practices.

Relevant Financial Relationship: No

Relevant Non-Financial Relationship: No