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Exploring Core Vocabulary

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1 Exploring Core Vocabulary
Angela Standridge, M.A.,CCC-SLP,ATP Region 4 ESC Region 4 ESC June 2010

2 Today’s Agenda ASHA AAC 101 Wiki
Vocabulary Issues and core vocabulary research Evaluation and implementation Implementation ideas AAC and the curriculum Don’t forget the Low Tech Core vocabulary in high end AAC devices Guided hands-on exploration of high-tech speech generating device vocabulary Data collection Resources Open Forum Region 4 ESC June 2010

3 ASHA CUES .5 CEUS Please sign in Stay the entire session
At conclusion of training: Complete Evaluation Complete the “bubble” form- make sure to put your ASHA number Learner Outcomes Define core and fringe vocabulary Identify three language representation methods Discuss the similarities and differences of core vocabulary programs Region 4 ESC June 2010

4 Visit my Wiki, AAC 101 http://aac101.wikispaces.com/ Overview of AAC
Resources Links Documents Region 4 ESC June 2010

5 Exploring Core Vocabulary One voice
June 2010 So...why are we doing this? One voice June 2010 Region 4 ESC Developed and provided by Region 4 ESC

6 The two most important values expressed by people who rely on AAC are…
Exploring Core Vocabulary The two most important values expressed by people who rely on AAC are… Saying exactly what they want to say Saying it as fast as they can  Source: Region 4 ESC June 2010 Developed and provided by Region 4 ESC

7 Communication Supports…
Language development Cognitive development/learning Literacy development Social participation Region 4 ESC June 2010

8 Exploring Core Vocabulary
June 2010 AAC Competencies Linguistic- receptive and expressive skills Operational- “button pushing” Social- pragmatics Minimally: Initiating, commenting, repairing, terminating Strategic – knowing when to use what tool for what purpose Janice Light - Toward a Definition of Communicative Competence for Individuals Using Augmentative and Alternative Communication Systems Janice Light’s work: “Toward a Definition of Communicative Competence for Individuals Using Augmentative and Alternative Communication Systems” (1989) Region 4 ESC June 2010 Developed and provided by Region 4 ESC

9 Exploring Core Vocabulary
True or False? The use of AAC requires a set of prerequisite skills, beginning with communicative intent The primary purpose of AAC is to express wants and needs All AAC systems must be 100% personalized An AAC system is only effective when everyone requires the student to use the system Karen Erickson and David Koppenhaver Traditional view of AAC on this slide Current view of AAC: The only prerequisite is life AAC users need to establish social closeness and relationships There are commonalities in our language Not all environments require AAC and the best AAC users have multiple systems … AAC systems should augment an individual’s existing communication modes/strategies Region 4 ESC June 2010 Developed and provided by Region 4 ESC

10 Exploring Core Vocabulary
Who? What? Where? When? Why? Which? This slide focuses on the purpose of core vocabulary Who-anyone What-frequently used single words, etc. aac site When-multiple circumstances and ages Where -Multiple environments Why-for oral communication, pragmatic language, writing, reading, leisure activities Which-Unity, Gateway, WordPower…various versions for each Access options-degenerative neurological progressive disorder, increased progression, fatigue, etc. throughout the day. Example: Order in restaurant…situation specific. Then what? Don’t continue to communicate with same vocabulary. Region 4 ESC June 2010 Developed and provided by Region 4 ESC

11 Vocabulary – how to decide what someone else will say
Core vocabulary most commonly spoken words Best to use single words- not phrases and sentences Gateway Unity Sono Lexis Word Power and Picture Word Power User specific vocabulary Content Specific vocabulary Academic vocabulary Varying levels Content area specific Cognitively and Linguistic proficiency Fringe vocabulary Must have Good to have Region 4 ESC June 2010

12 Is Core really that important?
From Gail VanTatenhove: AAC Angels June 2010 Region 4 ESC

13 Language Encoding Methods
Exploring Core Vocabulary June 2010 Language Encoding Methods Alphabetic/alphanumeric- spelling and word/phrase prediction Single-meaning symbols Semantic Compaction/Minspeak® Multi-meaning symbols Small symbol set Sequencing of symbols Ask them based on last year’s Day 3 content Single meaning symbols Semantic Compaction/Minspeak® Spelling, word prediction Region 4 ESC June 2010 Developed and provided by Region 4 ESC

14 Exploring Core Vocabulary
Assessment Involves Receptive language Expressive language Symbolic associations Motor skills, access, positioning Sensory abilities Memory, cognition Device trials Mention that DynaVox V and Vmax, Vantage, Vantage Lite, Vanguard have imbedded assessment measures (wizard) for access and language. Region 4 ESC June 2010 Developed and provided by Region 4 ESC

15 Reasons for Assessment
Exploring Core Vocabulary Reasons for Assessment Determine if an AAC system is appropriate Student isn’t using his/her current system Student’s needs have changed AMS notes: Quality of life, access to curriculum Region 4 ESC June 2010 Developed and provided by Region 4 ESC

16 The SETT Framework Student Environment Task Tool Joy Zabala
Region 4 ESC June 2010

17 Implementation Involves
Training and support Goals and objectives Documentation Student and other AT team members Region 4 ESC June 2010

18 Implementation Arenas
Exploring Core Vocabulary Implementation Arenas Language Development Literacy development Computer access Curriculum goals (TEKS/IEP) Leisure Social Communication Journals, buddies, write letters, poems, stories Use core vocabulary for multiple modalities Site Karen’s idea…lifetime learning-value of sorting socks vs literacy activity Sarah Blacksone Social Networks: An Assessment Tool for Planning and Tracking AAC Interventions An assessment tool that tracks the unique configuration of partners and Ats that benefit people with severe communication challenges over time Region 4 ESC June 2010 Developed and provided by Region 4 ESC

19 Programming Strategies
Exploring Core Vocabulary Programming Strategies Designate programmer(s) Utilize pre-existing architecture Document changes, additions, etc. Obtain input/feedback from the system operator and other team members Consider selection techniques Jason example…truck=grandfather in name theme Selection techniques-number of hits when scanning vs direct selection Region 4 ESC June 2010 Developed and provided by Region 4 ESC

20 Exploring Core Vocabulary
Implementation Goals Language AAC Typical expressive language developent: Increase MLU, facilitate use of word-morphology, communicative functions, improve pragmatic performance, develop literacy skills Region 4 ESC June 2010 Developed and provided by Region 4 ESC

21 AAC Implementation Start early
Keep the activities authentic and in the natural environment Focus on sustained turn taking activities that are more than just need/want based Model (make a cheat sheet/word & pix wall) Utilize a total communication approach Incorporate activities, routines and scripting Try sabotage and interrupted behavior chains Region 4 ESC June 2010

22 Exploring Core Vocabulary
June 2010 AAC Implementation Use cues and prompts (environmental, visual, auditory, physical) Teach symbol representation skills for objects/pictures (linguistic) Teach locations of symbols (visual); hide icons and reveal gradually Develop pragmatic language/social skills Facilitate expressive language development commensurate with language comprehension skills Region 4 ESC June 2010 Developed and provided by Region 4 ESC

23 Exploring Core Vocabulary
June 2010 AAC Implementation Use established language intervention techniques Practice imitation, extension and parallel language techniques Use peers and siblings as communication partners Play games and music to teach language Engage in communication partner training Ask questions in such a way they can be answered with CORE vocabulary Teaching phonics and phonemic awareness Facilitating literacy skills Region 4 ESC June 2010 Developed and provided by Region 4 ESC

24 Communication Circles
Social Networks: A Communication Inventory for Individuals with Complex Communication Needs and their Communication Partners S. Blackstone and M. Hunt Berg * Region 4 ESC June 2010

25 Literacy Research and AAC
Exploring Core Vocabulary Literacy Research and AAC Written language activities and experiences should not be withheld while speech, language, motor, or other skills develop to arbitrary, prerequisite levels. * Erickson and Koppenhaver Greatest Lesson to be Learned from Emergent Literacy Research Region 4 ESC June 2010 Developed and provided by Region 4 ESC

26 Teach Literacy to AAC Users
TEKS When- every possible opportunity How- the same way non-challenged peers are taught...almost Karen Erickson focuses on trying to find the right “pencil” Access to computer technology as a literacy tool/support Region 4 ESC June 2010

27 Exploring Core Vocabulary
Writing Find the appropriate “pencil” Write for a real purpose Content, use, and form See others do it Function vs form Form-can write name, but can’t answer to question, “where do you see your name in the room?” Brian per Karen knows mechanics of line up, round, line down, etc. Function-understands where name is/knows where to put coat b/c name and sign is in cubby, but can’t physically create name Switch users’ pencil grip could be an onscreen keyboard, not the switch Egs- letter stamps, magnetic letters ___________saw a/an____________at the zoo Use name of students in print Use name of animals in print Region 4 ESC June 2010 Developed and provided by Region 4 ESC

28 Exploring Core Vocabulary
Reading Language comprehension Phonics, phonemic awareness, phonological processing Word identification/working with words Reading comprehension Reading fluency reference reading module and Tech links for Reading- TATN website Text rich environments How young children emerge into readers and writers-phonemic awareness is developed through stories, songs, poems, and word games Understandings and experiences…not isolated drill and practice Focus on functions not forms may be hard for slps Language Comprehension-knowledge of text vs knowledge of world (don’t just go to zoo, but draw from understanding concepts about the zoo Guided, self-selected, silent, aloud Balanced Literacy Region 4 ESC June 2010 Developed and provided by Region 4 ESC

29 AAC and Literacy Teach letters and vocabulary along with device use
Use Minspeak icons to illustrate and icon names as labels Use dynamic display pages as books to illustrate alphabet and language concepts along with device use Region 4 ESC June 2010

30 Exploring Core Vocabulary
AAC and Literacy Waves of Words: Augmented Communicators Read and Write Edited by K. Erickson, D. Koppenhaver, and D. Yoder * Waves of Words is the latest book in the ISAAC Series Edited by Karen Erickson, David Koppenhaver and David Yoder This beautiful book contains a collection of stories portraying the literacy learning successes of people with complex communication needs and the professionals who helped them learn to read and to write. The focus is on the strategies that teachers, therapists and individuals who rely on augmentative communication from around the globe have used to produce ultimate success in the struggle to learn to read and write. The individuals you will read about in this book vary in age, nationality, experiences, technology and environmental supports and opportunities. In each case, readers are allowed a rare peek into the dynamic process of literacy learning for people who use AAC. Order your copy today! Region 4 ESC June 2010 Developed and provided by Region 4 ESC

31 Exploring Core Vocabulary
June 2010 Formal AAC Approaches Every Move Counts Environmental Communication Teaching Tangible Symbol System Picture Exchange Communication Systems Language Acquisition through Motor Planning (LAMP) Social Networks: A Communication Inventory for Individuals with Complex communication Needs and their Communication Partners Sarah Blackstone and Mary Hunt Berg SETT: What new learning is expected of student? What environmental changes are needed to support student change? How is the student’s performance on specific tasks expected to change as a result of AT use? How can the effects of AT use on the student’s performance be monitored? Region 4 ESC June 2010 Developed and provided by Region 4 ESC

32 What about Low Tech? Always have an accompanying low-tech system
Picture books, eye gaze (see PATTAN handout), wallets, wall based systems, wearable systems CORE vocabulary Low tech is great way to address ACADEMIC vocabulary needs Region 4 ESC June 2010

33 The Core Vocabularies Region 4 ESC June 2010

34 Prentke Romich Company, Inc.
Vantage/Vanguard/Vantage Lite Pathfinder ECO 14, EcoPoint Core: Unity Vocabularies WordPower Picture WordPower Teaching Materials AAC Language Lab Center for AAC and Autism Region 4 ESC June 2010

35 Exploring Core Vocabulary
Vantage™ Lite Unity® 84 One Hit, Sequenced, Scan Unity® 60 One Hit, Sequenced, Basic Unity® 45 One Hit, Sequenced Unity® 45 Basic, Transition WordCore 45, Word Core 84 Word Core 84 Scan MinTalk™ 8, 15 blank 8 auditory scan 15 adult, 15 talk, 8 adult, 8 child, SB 15, SB 8 Region 4 ESC June 2010 Developed and provided by Region 4 ESC

36 Exploring Core Vocabulary
Vanguard™ Lite 84-WordPower® 84-Picture WordPower® 84-Picture WordPower® w/o Keyboard 45-WordPower® 45-Picture WordPower® 45-Picture WordPower® Phrases & Categories *additional fee for this software 8, 15 blank 8 auditory scan 15 adult, 15 talk, 8 adult, 8 child, SB 15, SB 8 Region 4 ESC June 2010 Developed and provided by Region 4 ESC

37 Vanguard™ & Vantage™ Plus
Exploring Core Vocabulary Vanguard™ & Vantage™ Plus Unity® 84 One Hit, Sequenced Unity® 45 One Hit, Two Hit, Full WordCore 45, Word Core 84 MinTalk™ 84-WordPower® & Picture WordPower® 45-WordPower® & Picture WordPower® 8, 15 blank 8 auditory scan 15 adult, 15 talk, 8 adult, 8 child, SB 15, SB 8 Region 4 ESC June 2010 Developed and provided by Region 4 ESC

38 Exploring Core Vocabulary
ECO™-14 Unity® 144 Single Hit, Sequenced Unity® 84 Single Hit, Sequenced Unity® 60 Single Hit, Sequenced Unity® 45 One Hit, Two Hit, Full WordCore 144, 84, 45 MinTalk™ 8, 15 blank 8 auditory scan 15 adult, 15 talk, 8 adult, 8 child, SB 15, SB 8 Region 4 ESC June 2010 Developed and provided by Region 4 ESC

39 ECO™-14 WordPower® Picture WordPower® Scanning WordPower®
Scanning Picture Word Power® *additional fee for this software Region 4 ESC June 2010

40 Exploring Core Vocabulary
Pathfinder Plus Unity® 128 Single Hit Unity® 128 Sequenced Unity® 32 Single Hit Unity® 32 Sequenced Adult Quick Learning System (AQLS) WordPower®, Picture WordPower®, Scanning WordPower® There is a 64 location…blank only Region 4 ESC June 2010 Developed and provided by Region 4 ESC

41 DynaVox V, Vmax, EyeMax Core: InterAACT Xpress (word based)
Gateway Vocabularies WordPower Picture WordPower InterAACT Xpress (word based) Tango (Core.First, Phrase.First) Tips and Advice Implementation tool Kit Region 4 ESC June 2010

42 DynaVox V & Vmax Gateway© Series 5
Exploring Core Vocabulary DynaVox V & Vmax Gateway© Series 5 Gateway© 12 Gateway© 20 Gateway© 30 Gateway© 40 Gateway© 60 Gateway© Pro Region 4 ESC June 2010 Developed and provided by Region 4 ESC

43 DynaVox V & Vmax Gateway© Series 5
Exploring Core Vocabulary DynaVox V & Vmax Gateway© Series 5 WordPower® 60-Location WordPower® 150-Location Picture WordPower® Picture WordPower® No Keyboard Picture WordPower® 60-Location Picture WordPower® Phrases & Categories Scanning WordPower® Scanning Picture Word Power® Scanning Picture WordPower® Phrases & Categories *Additional fee for this software additional fee for this software Region 4 ESC June 2010 Developed and provided by Region 4 ESC

44 DynaVox V & Vmax Gateway© Series 5 Software
Exploring Core Vocabulary DynaVox V & Vmax Gateway© Series 5 Software InterAACT ® Age Communication Ability Context InterAACT® is our answer A diverse team of industry experts collaborated to create a framework that would allow us to deliver a functional language system today, while building for the needs of tomorrow. Starting with a visual spectrum of potential communicators and age groups, combined with a continuum of communication ability that included Functional (Emergent), Situational (Context-Dependent) and Independent (Creative), this framework evolved*. It enabled us to organize specific vocabulary, page sets and standard features appropriate for each age group on the spectrum. In doing so, InterAACT supports communication in specific environments and contexts like no other available system. Tools like Visual Scenes, My Phrases and Quickfires add to the power of the InterAACT framework, supporting faster and more spontaneous communication and expression. Region 4 ESC June 2010 Developed and provided by Region 4 ESC

45 Exploring Core Vocabulary
Tango® UpTempo Core First Tango for Children Tango for Teens Tango for Adults Region 4 ESC June 2010 Developed and provided by Region 4 ESC

46 Tobii/Assistive Technology, inc.
Ceye Module Tobii Communicator 4 Core: Sono Lexis Functionally Speaking WordPower Picture WordPower Region 4 ESC June 2010

47 ChatPC®-4 & ChatPC-Silk
Exploring Core Vocabulary ChatPC®-4 & ChatPC-Silk PalmChat™© PalmChat is a word-based vocabulary that is used to create sentences ‘on the fly.’ PalmChat was developed by Nancy L. Inman, M.A.T., CCC-SLP and Janet S. Lehr, M.S., CCC-SLP, both who are widely known for the their work in developing, implementing and teaching word-based vocabulary programs. PalmChat uses high-frequency core words to facilitate quick and easy sentence generation. It also includes nouns and adjectives that are organized in logical categories. All grammatical word classes have been included. As a sentence is being built, you often find that the next word you want to say can be spoken with one or two button presses. A ‘grammar’ key is used to provide morphological endings to verbs, nouns and adjectives. A spelling/word prediction page is used to spell words that are not included in the vocabulary set. Being a word-based vocabulary, PalmChat can be used by a wide age group. Nouns, adjectives and verbs can be added and customized to meet the particular needs of the individual. Literacy skills are necessary to use PalmChat, as picture support has only been provided for picture producing words. This vocabulary program uses a 30 location page layout. Region 4 ESC June 2010 Developed and provided by Region 4 ESC

48 Exploring Core Vocabulary
ALTChat® PalmChat™© ALT-Chat combines the power of the ChatPC software with Prentke Romich Company's popular Springboard Lite hardware. Although still very portable at 2.5 lbs., ALT-Chat offers a brilliant 7" display, switch scanning, text-to-speech synthesis and all of the other ChatPC features. ALT-Chat includes over 3,000 PCS symbols. An additional 7,000 PCS symbols are included in the accompanying DesktopChat software. Installed vocabulary programs include PalmChat, myVoice, VocabPC, 16 Primary, and 16 Basic. PalmChat uses high-frequency core words to facilitate quick and easy sentence generation. It also includes nouns and adjectives that are organized in logical categories. All grammatical word classes have been included. As a sentence is being built, you often find that the next word you want to say can be spoken with one or two button presses. A ‘grammar’ key is used to provide morphological endings to verbs, nouns and adjectives. A spelling/word prediction page is used to spell words that are not included in the vocabulary set. Click here for more information. Region 4 ESC June 2010 Developed and provided by Region 4 ESC

49 Exploring Core Vocabulary
Proloquo2Go™ For iPhone™ & iPod™ touch, or iPad VocaSpace™ vocabulary set Word Spaces™ core vocabulary Proloquo2Go™ is a new product from AssistiveWare that provides a full-featured communication solution for people who have difficulty speaking. It brings natural sounding text-to-speech voices, up-to-date symbols, powerful automatic conjugations, a default vocabulary of over 7000 items, full expandability and extreme ease of use to the iPhone and iPod touch. Proloquo2Go uses Acapela Group’s state-of-the-art Text-to-Speech voices. The current version includes North American English male, female, girl and boy voices. British English voices will soon be available as an option. Support for other languages and voices is in the pipeline. Proloquo2Go provides the innovative, new VocaSpace vocabulary that is build on an extremely flexible organizational system and includes close to 8000 symbols from SymbolStix LLC. Conjugation support is provided through Ultralingua’s Grammatica technology. The VocaSpace vocabulary set includes a number of primary features: A core vocabulary system called Word Spaces. A Basics section with categories like greetings, manners, questions, jokes and more. Extensive Categories such as living creatures, colors, places, people, transportation, just to name a few. My Spaces: where you can put a range of personal vocab such as My People, My Places, My Family, or My Friends, just to name a few. An alternative keyboard that is larger than the default iPhone and iPod keyboard. (only works within the list/grid view). Starters are a way to quickly branch using phrases and words. Spaces is a place to launch out into context specific categories. The primary Spaces are Home, Community, School, and Work. Inside each space is a section for activities, chat phrases and whatever else you would like to include. School includes a wide range of school related vocabulary. While VocaSpace covers a wide range of communication needs it is meant to be used as a starting point for your own custom vocabulary. With the powerful and easy editing features of Proloquo2Go you can very quickly create novel core vocab sets, new categories, or even a completely new user space.’ Proloquo2Go is a trademark of AssistiveWare. VocaSpace is a trademark of Sennott Consulting. Uses Acapela speech technologies licensed from the Acapela Group. Uses SymbolStix Symbols © SymbolStix LLC. Uses "Ultralingua Grammatica" © Ultralingua, Inc iPhone, iPod, iTunes are trademarks of Apple, Inc., registered in the U.S. and other countries. A lot of consumers who do not want to leave their cell phone provider are opting to purchase an iTouch. While the iTouch is similar to the iPhone, there are some things the device cannot do that the iPhone can. While both units are based upon the same programming, operating system and functionality, they both have benefits to a user deciding to go with one or the other. Region 4 ESC June 2010 Developed and provided by Region 4 ESC

50 Tech/Touch™ with The Grid
Words Pronto Expressive board WordPower, Scanning WordPower, Picture WordPower & Scanning Picture WordPower for VS Communicator *VS Communicator Pro & Speaking Dynamically Pro Region 4 ESC June 2010

51 Exploring Core Vocabulary
Optimist 3™ The Grid™ WordPower®, Picture WordPower®, Scanning WordPower® for the Grid2 TVCOSK is spelling only with word prediction Your choice of Communication Software (Viking Communicator, The Grid, Boardmaker) Communicator 3 TVCPRO & TVCS For use with computer-based integrated systems Sample pages provided with limited core vocabulary Easy to customize Pro version has built-in features for environmental control, , etc. Region 4 ESC June 2010 Developed and provided by Region 4 ESC

52 Data Collection Options
Exploring Core Vocabulary Data Collection Options Rubric Language sample recording (video, audio, LAM™) Interview Checklist/sheet Portfolio Language sample-videotape and/or audiotape Interview-parent, sibling, teacher, peer, person using system Region 4 ESC June 2010 Developed and provided by Region 4 ESC

53 Electronic Data Collection
Exploring Core Vocabulary Electronic Data Collection LAM™ (Language Activity Monitor) U-LAM PeRT (AAC Performance Report) SSPT (Single Switch Performance Test) *AAC Institute Mention Barry and Katya’s (spelling?) research/grant, etc. Liberator has been replaced with the Pathfinder, which has internal LAM Region 4 ESC June 2010 Developed and provided by Region 4 ESC

54 AAC Success Stories/Videos
Go to You Tube and search for AT or AAC y=assistive+technology&search_type=&aq=f PRC : , Dynavox: t.aspx Tobii/ATI: ser_stories/astrid_siemens_lorentzen.aspx Region 4 ESC June 2010

55 Prentke Romich Resources Using Unity® and Minspeak™
Exploring Core Vocabulary Prentke Romich Resources Using Unity® and Minspeak™ Teaching Materials Speak Share Online training Journals, buddies, write letters, poems, stories Use core vocabulary for multiple modalities Region 4 ESC June 2010 Developed and provided by Region 4 ESC

56 Resources from DynaVox
Exploring Core Vocabulary Resources from DynaVox Communication Connections Online training Toolkit PACT Promoting Augmentative Communication Together Page exchange: Region 4 ESC June 2010 Developed and provided by Region 4 ESC

57 Additional Web Resources
om/ Region 4 ESC June 2010

58 Additional Web Resources
Exploring Core Vocabulary Additional Web Resources AAC smalltalk ACOLUG rams/aac/acolug/ AACsmalltalk is a safe* and fun listserv for kids who use AAC and their friends. A listserv is a group of kids who have something in common. When you send an to the listserv, your message goes to all of us but you just write the letter once. You only need a computer and an address. We're going to "small talk" about fun stuff and some important stuff, too. A Project of the Institute on Disabilities/UAP UAP Home || Temple University Home ACOLUG is a LISTSERV created to exchange ideas, information and experiences on augmentative communication by people from all over the world. By using , people who use augmentative communication and their friends and families discuss issues related to augmentative communication, such as equipment, funding, learning techniques and supports. Region 4 ESC June 2010 Developed and provided by Region 4 ESC

59 Additional Web Resource
Exploring Core Vocabulary Additional Web Resource Special Education Technology, British Columbia (SET-BC) The Learning Center Region 4 ESC June 2010 Developed and provided by Region 4 ESC

60 Exploring Core Vocabulary
Region 4 AAC Products Augmentative and Alternative Communication Success Exploring Core Vocabulary of High-Tech Augmentative and Alternative Communication Systems AAC TIPS for student success Region 4 ESC June 2010 Developed and provided by Region 4 ESC

61 Region 4 AAC Customized Services
Exploring Core Vocabulary of High-Tech AAC Systems Core Vocabulary for AAC AAC Implementation Region 4 ESC June 2010

62 Exploring Core Vocabulary
Don’t Forget… Print certificates after online evaluation Complete evaluation and receive certificate today for ASHA CEUs Recycle cans, plastic, paper Visit eCatalog for additional AT training updates Evaluations are online, print certificates ASHA paper evaluation and certificates per our agreement with ASHA Region 4 ESC June 2010 Developed and provided by Region 4 ESC

63 Conclusion It takes teamwork! Open forum Questions and concerns?
Complete evaluations and bubble forms Have a great summer Region 4 ESC June 2010


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