Augmentative Procedures for Communication Disorders
CDS 657 – Summer 2017
Jeanine Geisler, MS, CCC-SLP Class/Clinic Meetings: Friday 1:30, HEDCO 271
541-346-9001 Office Hours: by appointment, HEDCO 276
Readings for class:
Beukelman, D., & Mirenda P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore, Maryland: Paul H Brookes.
Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lund, S., McKelvey, M., and Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative and Alternative Communication, 28, 278-288.
Fried-Oken, M., Beukelman, D., & Hux, K. (2012). Current and future AAC research considerations for adults with acquired cognitive and communication impairments. Assistive Technology, 24, 56-66. PMC # 3760684.
Harris M. D., Reichle J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. American Journal of Speech-Language Pathology, 13, 155–167.
Light, J.C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,4, 137-144.
Romski, M. and Sevcik, R. (2005) Augmentative communication and early intervention: Myths and realities. Infants and Young Children, 18(3), 174‐185.
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use augmentative and alternative communication.Augmentative and Alternative Communication,30(1), 83–92.
See infoCDS for additional (optional) articles on variety of AAC topics.
Course description and objectives: Individuals with complex communication needs benefit from the use of Augmentative and Alternative (AAC) systems and services. Systems can be no-technology “no-tech”, low-tech and high tech and are highly individualized dependent on the user’s needs. This course will discuss the evaluation, implementation, funding and continuing support necessary for the successful use of AAC amongst its users. By the end of the course students will be able to:
1. Identify and/or define concepts and terminology from the field of AAC.
2. Describe assessment tools for AAC; identify dynamic assessment measures; choose appropriate assessment tools per specific need.
3. Compare various access methods and message representation strategies.
4. Describe appropriate AAC treatment goals given assessment information.
5. Describe the process for AAC report writing and funding.
6. Implement AAC treatment approaches; design and utilize data collection systems.
Method of course instruction: This course combines lectures, video analyses, and discussion of clients using AAC. All students are expected to observe confidentiality and professionalism at all times.
Course requirements: Students will complete the following assignments for the percentages indicated. Assignments are due in class (except where otherwise noted) or they are considered late and subject to reduction in credit (10% per day). All assignments should be typed, double spaced (except tables), in 12 point Times New Roman or Calibri font and follow APA format where applicable.
Specific requirements for completing assignments and rubric are located on infoCDS -> AAC Clinic -> Student Prep and Planning.
1. Simulation of assigned communication partner strategy, including handout and video to show during camp – 20 points
2. Take home final – 30 points
3. Participation – 50 points
Each student will receive points based on:
· In class participation (attendance/timeliness, group discussions, clinic assignments, contributions in class (tx simulations, reflections, etc))
Students should contact the instructor in case of illness or emergencies that preclude turning in assignments as scheduled or attending class sessions. Messages can be left on professor’s email at any time of the day or night prior to class. If no prior arrangements have been made prior to class time, the absence will be unexcused. Not all advance notice constitutes an excused absence.
Grading: Final grades will be based on the percentage of total points received (e.g., 90% and above, A- to A, 80% and above, B- to B+). Plus and minus grades will be given based on total points. Additional extra credit assignments will not be offered or available. Late assignments are available to a reduction in points.
93-100% = A 80-82% = B-
90-92% = A- 78-79% = C+
88-89% = B+ 73-77% = C
83-87% = B 70-72% = C-
Course guidelines: Students are expected to contribute to a learning environment where all students can contribute and thrive. Appropriate class etiquette (e.g., respectful discussion, arriving on time, contributing to small group efforts, turning off cell phones) improves the learning experience for all students. Students are expected to use professional communication in the classroom on par with their communication in clinical settings.
Classroom environment – a few things to reduce distractions and optimize class time:
· The only mobile electronic devices acceptable in this class are laptops or tablets, which are to be used only for note taking. All other devices should be powered off and out of sight - absolutely no texting in class.
· Side conversations make it difficult for both learning and teaching to occur.
· While questions and discussion are valuable to learning for all students, try to keep these focused on the class topic and applicable to all students. Other questions are welcomed in office hours.
Classroom expectations include:
· Participating in class activities
· Respecting the diversity of cultures, opinions, viewpoints in the classroom
· Listening to fellow students and professor
· Arriving on time, prepared for class; attending for the duration of class
· Not reading other materials, books, newspapers, or using laptops for other activities
· Respectful communication; racist, homophobic, sexist, and other disrespectful comments will not be tolerated.
CDS 657 term schedule
Week / Dates / Topics / Readings and AssignmentsWk 1
(no clinic) / 6/27 Course / Overview of course
Intro to AAC / Chapter 1
6/27 Clinic / Overview of specialty clinic and infoCDS
AAC Scavenger Hunt (Hands on with low-tech and high-tech tools) / “Device debriefings” form to be reviewed as group
6/29 Course / AAC communicative competence / Janice Light, 1989
6/29 Clinic / Case Presentations of clients
Communication Partner Strategies / File Review/prep for case
Wk 2 / 7/6 Course / Vocab Selection, Symbols, Layout Organization / Chapters 2 and 3
7/6 Clinic / AAC Intervention, including Aided Language Stimulation and practice / “Client communication questionnaire” form due Friday 9am
Harris and Reichle, 2004
Wk 3 / 7/11 Course / AAC Assessment and Funding / Binger et al, 2012
Chapters 5 and 6
7/11 Clinic / Data Collection and AAC Goals / “Exploration of clients’ devices” form due Fri 9am
7/13 Course / Alternative Access / Chapter 4
7/13 Clinic / AAC Camp Planning (intro)! / Draft of ITP due Fri 9am
Wk 4 / 7/18 Course / Mary Rebar from ALS Association / Chapters 14 and 16
7/18 Clinic / Mary Rebar from ALS Association / Watch one of your recorded sessions; complete a self-reflection form on infoCDS due Friday 9am
7/20 Course / Early intervention, Emergent Communicators, and Developmental Disabilities / Romski & Sevcik, 2005
Chapters 8 and 9
7/20 Clinic / AAC Camp Planning (Parent and Child Activities)
Wk 5 / 7/25 Course / Special Considerations for multicultural populations / Soto and Yu, 2014
CPS handout and video due
7/25 Clinic / AAC Camp Planning (Visual and Positive Behavior Supports)
7/27
Course / Saltillo Rep
7/27
Clinic / Saltillo Rep / Revisions of ITP due Friday 9am (review results in person this week; will mail final version home)
Wk 6 / 8/1 / Aphasia, Brain Injury, and Acute Care / Fried-Oken et al, 2012
Chapter 15 (17 and 18 optional)
8/1 / Camp check in and planning
8/3
Course / Literacy, Working in schools, and iPads / Review the ALL curriculum
Chapter 13 (12 optional)
8/3 Clinic / Camp check in and planning
Wk 7 / 8/8 Course / Tobii Dynavox Rep
8/8 Clinic / Tobii Dynavox Rep
8/10 Course / Prentke Romich Rep
8/10 Clinic / Prentke Romich Rep
Wk 8 (no clinic) / 8/15 Course / None / Take home final due Tues 9am
8/14-8/16 Clinic / 1:1 Final Meetings
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