Overview

Speech Pathologists wish that their student’s AAC device would be used across environments. How can this turn into a plan? Attendees will learn how to chronicle an AAC user's area of strength, what routines the school team can target (communication needs for TODAY), as well as how to model and build for the future (communication needs for TOMORROW). This plan weaves in concepts for change and participation, documents caregiver/staff training, provides details surrounding the settings in the AAC device, considers areas of AAC competencies and reasons to communicate, and most importantly, records the AAC user's preferences and unique communication actions.

Learning Objectives

1. Describe two evidenced-based AAC practices and how they can be documented in an Implementation Plan.
2. Develop one Implementation Plan based on case studies provided in the presentation.
3. Define three models presented in the session and explain how the models relate to an Implementation Plan.

Strand(s)

Augmentative and Alternative Communication

Target Audience

Communication Specialist; Consultants/Trainers; Educators; Occupational Therapists; Rehabilitation Counselor; Speech-Language Pathologists; Special Education Educators

Experience Level

Intermediate

Primary Life Cycle Addressed

Elementary - Secondary (K-12)

Session Delivery Format

In-person presentation with recording

Course Schedule

This course was given at the ATIA 2024 Conference on Friday, January 26 from 2:15 PM - 3:15 PM (EST)

Continuing Education Credits

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

This course is offered for the following CE Provider Credits:
ACVREP; AOTA; CRC; IACET
For: 0.10 CEU Units or 1.0 CEU Hours

Recorded Session: This course is offered for 0.05 ASHA CEU Units or 0.5 ASHA CEU Hours per ASHA guidelines.

Speaker/s:

Mary Giunta, MA, CCC-SLP

EdTech Solutions, SLP

Biography

Mary Giunta has over thirty years of experience and has implemented and evaluated AAC in multiple settings, including public schools, private practice, hospitals, outpatient clinics and early intervention. She is enthusiastic about collaborating, training and developing the routines and strategies that support successful AAC outcomes. Since 2008, Mary has focused her efforts on the public school system. She currently serves over 20 districts in the Boston area. Mary earned her degrees from Boston University and Northwestern. She is always committed to learning more, and doing better.

Relevant Financial Relationship: Yes
Salary from employment

Relevant Non-Financial Relationship: No