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CRC Augmentative and Alternative Communication Series

This series includes courses selected for Certified Rehabilitation Counselors working in the field of communication needs with Augmentative and Alternative Communication (AAC) and Speech Generating Devices (SGDs) technologies. 

CRC CEU Information for Courses included in this Series:

This series is eligible for up to 10 CRC Hours or 1.0 CRC CEUs.

This activity is valid with this Pre-Approval number from March 7, 2022, through March 6, 2023. The CRCC Pre-Approval number is included on the CRC Certificate issued once you complete a course and the appropriate evaluations.

This series includes ten courses. You may purchase one, multiple, or all courses included in this series. Each course expires 45 days after the date of purchase.

Before submitting your CEU(s) to CRCC for a course or courses included in this series, please be sure to complete all courses you intend to complete within this series. CRCC will only allow you to submit once for courses included in this CRCC pre-approval number. The CRCC system will not allow you to go back at a later date and add additional CRC hours to your initial submission for this pre-approval number.

Learning Objectives for the Series:

First Learning Objective: Identify three techniques for introducing and using eye gaze access methods for individuals with cortical visual impairments
Second Learning Objective: Describe three strategies to make eye gaze access to AAC more accessible for individuals with cortical vision impairment (CVI)
Third Learning Objective: Discuss characteristics and perceptions of cortical vision impairments that frequently rule out providing access to eye gaze access technology.
Fourth Learning Objective: Describe one or more considerations for AAC for individuals with CVI
First Learning Objective: Compare training and coaching, giving one example of when each would be most appropriate.
Second Learning Objective: Identify three reflective strategies to utilize during coaching
Third Learning Objective: Describe one or more ways that telehealth lends itself to reflective coaching increasing the opportunity for carryover.
Fourth Learning Objective: Describe one or more considerations for AAC and coaching
First Learning Objective: List three AAC therapy activities that can be used both virtually and in-person.
Second Learning Objective: Use two technology tools to provide Aided Language Stimulation in teletherapy.
Third Learning Objective: Identify two resources to create digital AAC teletherapy activities.
Fourth Learning Objective: Describe one or more considerations for AAC for remote and in-person therapy.
First Learning Objective: Identify one or more current capabilities and needs in diverse representation of AAC users and future developments in AAC apps.
Second Learning Objective: Describe one or more ways to individualize two or more AAC apps given strategies and solutions from a crosswalk table of apps and "workaround" videos.
Third Learning Objective: Describe the one or more devices and the capabilities and differences between devices to accommodate dialect and multilingualism and the accessibility of these accommodations.
Fourth Learning Objective: Describe one or more considerations for AAC users and development of AAC apps.
First Learning Objective: Describe one or more forms of smart home technology installed in homes.
Second Learning Objective: Describe one or more factors in timelines required for smart home technology installation.
Third Learning Objective: Contrast one or more issues related to setup remotely versus in person.
Fourth Learning Objective: Describe one or more considerations for smart home technology for AAC users.
First Learning Objective: Describe 3 critical problems discovered based on the results of 2019 CVI/AAC scoping survey
Second Learning Objective: Recommend 2 easy-to-access sources that can help improve knowledge and skills of professionals and family members re: CVI and AAC approaches
Third Learning Objective: Identify 3 barriers that are currently interfering with positive outcomes for children with CVI who require AAC
Fourth Learning Objective: Describe one or more considerations for AAC for individuals with CVI based on the survey
Fifth Learning Objective: Describe one or more considerations for addressing the barriers of AAC for individuals with CVI
First Learning Objective: Describe 2 benefits of interdisciplinary evaluation and treatment when selecting an AAC system for children with complex communication needs via telehealth.
Second Learning Objective: Identify 3 strategies to facilitate access to AAC for children with complex communication needs via telehealth.
Third Learning Objective: Describe methods of trialing 3 low-tech and/or high-tech AAC systems via teletherapy while incorporating caregiver coaching techniques, participation and feedback in order to select an appropriate AAC system.
Fourth Learning Objective: Describe one or more considerations for AAC for children with complex communication needs
First Learning Objective: Discuss at least two methods for achieving district-wide buy in for AAC use.
Second Learning Objective: Identify two ways to provide AAC support and training to parents.
Third Learning Objective: Describe three necessary steps to develop and maintain a nonprofit system for device acquisition.
Fourth Learning Objective: Describe one or more considerations for AAC device acquisition for educators, school administrators and families of students.
First Learning Objective: Describe at least three differences between student-centered, teacher-centered, and relationship-driven coaching
Second Learning Objective: Identify at least 5 clients/students/teams that student-centered coaching would be an appropriate candidate for coaching
Third Learning Objective: Identify at least three new coaching techniques to support current caseloads
Fourth Learning Objective: Describe one or more considerations for AAC and different coaching techniques
First Learning Objective: Describe 3 ways to support mothers of AAC users
Second Learning Objective: Describe 3 ways to support fathers of AAC users
Third Learning Objective: Discuss 5 practices to avoid when working with families of AAC users
Fourth Learning Objective: Describe one or more considerations to support family members of individuals using AAC