This recorded dialogue features two speech-language
pathologists and an AAC user, who discuss collaboration and language
intervention using AAC.
The exchange was recorded at the 2021 online conference
"Expanding AAC: Accessible Strategies for Functional Communication"
and is a companion to two recorded sessions from the conference: AAC
Intervention as Language Intervention: Building on What You Know (Gail M. Van
Tatenhove, MS, CCC-SLP, with contributions from Faye Warren) and Improving AAC
Implementation With Effective Collaboration (Vicki Haddix, MS, CCC-SLP, with
contributions from Kevin Williams). The dialogue was moderated by Carole
Zangari, PhD, CCC-SLP.
Learning Outcomes
You will be able to:
- Identify strategies for combatting the disparity in the
availability of technology and internet access for some families
- Discuss strategies for guiding and educating parents
- Discuss considerations for setting phonology goals for
children who use AAC
Related Courses
View all courses from the Expanding AAC:Accessible Strategies for Functional Communication online conference.
Presenter Information
Gail M. Van Tatenhove, MS, CCC-SLP, is a speech-language pathologist with more than 40 years of experience working with children and adults who use AAC systems. Van Tatenhove has had a diverse career focused on AAC. First, she worked in a special school that served children, age 3 to 22, who had significant, multiple disabilities. Then, she was on a statewide AAC assessment team that served students across the state of Florida. Van Tatenhove has also consulted with Semantic Compaction Systems on development of Minspeak® programs, language intervention strategies, and program development for the Pittsburgh AAC Language Seminar Series. Since 1988, Van Tatenhove has maintained a private practice, providing therapy services with children and adults using AAC systems. Van Tatenhove wrote a state grant to develop a loaner bank of AAC devices, was involved with several ASHA projects on AAC, has been a contributing author for several AAC textbooks, was a board member of USSAAC, served multiple times on the coordinating committee for ASHA Special Interest Group 12, served as the professional development manager for ASHA SIG 12, and is an ASHA Fellow. Van Tatenhove continues to support the field of AAC through speaking engagements, ongoing AAC projects, and development of intervention materials.
Financial Disclosures:
- Financial compensation from ASHA for this presentation
Nonfinancial Disclosures:
Vicki Haddix, MS, CCC-SLP, is a Clinical Associate Professor at the University of Memphis. She teaches the graduate-level AAC course and supervises students in the university clinic. Haddix is also a principal investigator on the TennesseTalks grant, intended to build school districts’ capacity to support AAC across Tennessee. Previously, Haddix coordinated AAC and AT for Boston Public Schools. She has presented on AAC at ISAAC, ASHA, ATIA, and several Tennessee state conferences.
Financial Disclosures:
- Financial compensation from ASHA for this presentation
- Salary from University of Memphis
- Grant funding from Tennessee Department of Education
Nonfinancial Disclosures:
- ASHA member
- Affiliate of ASHA SIG 12
- Member of USSAAC/ISAAC
- Board member of TAAT
Kevin Williams (contributor), is a Charlotte, North Carolina-based web developer who serves on the Executive Board for the International Society for Alternative and Augmentative Communication (ISAAC). Much of Willimas' experience learning and developing passion for disability advocacy work began in his hometown of Cleveland, Ohio, and continued into his matriculation at Kent State University. Williams primarily uses an AAC device to convey his thoughts in a clear, precise manner while speaking to people. He is most passionate about web development and advancing the lives of individuals with disabilities through assistive technology, AAC, and even adapted sporting ventures like power soccer and water skiing. Ultimately, he desires to help people who use AAC (PWUAAC) maximize their leadership and social capacities. Williams leads this initiative for PWUAAC through ISAAC.
Financial Disclosures:
- Financial compensation from ASHA for this presentation
Nonfinancial Disclosures:
Carole Zangari, PhD, CCC-SLP, is a professor in the Speech-Language Pathology department at Nova Southeastern University (NSU) and the Executive Director of the NSU satellite of the University of Miami-Nova Southeastern University Center for Autism and Related Disabilities (UM-NSU CARD). She is an ASHA Fellow and past Coordinator of ASHA SIG 12 (AAC). Zangari has more than 25 years of experience teaching master’s/doctoral courses in AAC, coordinating an AAC Lab, and providing clinical supervision to graduate student clinicians. In addition, she is a frequent presenter on AAC topics at international and national conferences. Zangari is the co-editor of Practically Speaking Language, Literacy, and Academic Development for Students with AAC Needs and co-author of TELL ME: AAC in the Preschool Classroom and TELL ME Más: CAA en el Aula Preescolar. She blogs at www.PrAACticalAAC.org.
Financial Disclosures:
- Financial compensation from ASHA for this presentation
Nonfinancial Disclosures:
- Owner of educational website www.PrAACtical.org
Assessment Type
Self-assessment—Think
about what you learned and report on the Completion Form how you will use your
new knowledge.
To earn continuing education credit, you must complete the learning assessment by August 20, 2027.
Program
History and CE Information
Content
origination date: May 2021
End date: August 20,
2027
This course
is offered for 0.1 ASHA CEUs (Intermediate level, Professional area).
