This course is a podcast episode.

You can listen to this course for free on most podcast players (Apple Podcasts, Stitcher, Google Podcasts, etc.). Once you have listened to the episode / course you can access the post-test and earn your certificate / ASHA CEUs using the links above.



Episode Summary

Hey SLP’s! Don’t be distracted by the shiny AAC penny! It’s all about language therapy and you’ve got this! This week, we welcome back Dt. Cathy Binger and Dr. Jennifer Kent-Walsh to share their pearls of wisdom around using typical language development to guide AAC practice. Tune in to focus on “the big C in AAC” as Dr. Binger and Dr. Kent-Walsh urge us to focus on language rather than technology as we support complex communicators to achieve their full communicative potential by giving them access to the building blocks of language that they deserve. You’ll learn how to start off right with goals and objectives that hold language and communication at the center, you’ll hear all about the importance of getting a good grasp on receptive language using a variety of tools, and you’ll round out the hour learning how to use these starting points to develop a solid AAC intervention plan using what you already know about-pragmatics, semantics, and syntax. Thi is a passionate episode that emphasizes progress over perfection and acknowledges the messiness of learning language for all young communicators, not just those with complex needs.


Learning Objectives & Course Description

The episode reviews the importance of reflecting on a developmental model when working with individuals who use augmentative alternative communication (AAC).  This course also reviews evidence that supports a focus on early semantic and grammatical development for preliterate children who use aided AAC.

After attending participants will be able to:

  1. Discuss the importance of applying a developmental model to aided AAC language learning. 
  2. List the language domains that should be considered when providing AAC language intervention.
  3. Describe evidence that supports an early focus on semantic and grammatical development for preliterate children who use aided AAC


About the Speakers


SLP/BCBA; SLP

Kate Grandbois (she/her) & Amy Wonkka (she/her

Kate and Amy are co-founders of SLP Nerdcast. Kate is a dually certified SLP / BCBA who works primarily as an "AAC Specialist." She owns a private practice with a focus on interdisciplinary collaboration, augmentative alternative communication intervention and assessment, and consultation. Amy is an SLP who also works as an "AAC Specialist" in a public school setting. Amy's primary interests are AAC, typical language development, motor speech, phonology, data collection, collaboration, coaching, and communication partner training and support.

Jennifer Kent-Walsh, Ph. D., CCC-SLP

Jennifer Kent-Walsh, PhD., CCC-SLP, FLASHA Honoree, ASHA Fellow, is a Professor of Communication Sciences and Disorders, the Director of the Assistive Technology Demonstration Center / AAC Lab, and the Associate Dean for Research in the College of Health Professions and Sciences at the University of Central Florida (UCF). Dr. Kent-Walsh and her research collaborators, including primary research collaborator Dr. Cathy Binger, develop and evaluate interventions designed to improve language and communication outcomes for children who use augmentative and alternative communication (AAC). Dr. Kent-Walsh teaches in the areas of AAC and assistive technology at UCF and has published research findings widely in the speech-language pathology literature. She is currently a Principal Investigator for research projects and programs funded by the Chesley G. Magruder Foundation, the Florida Alliance for Assistive Technology and Services, the WITH Foundation, and the National Institutes of Health (NIDCD).

Cathy Binger, Ph. D., CCC-SLP

Cathy Binger, Ph.D., CCC-SLP, is a professor at the University of New Mexico who specializes in AAC. She has been an SLP for over 25 years and has expertise in building functional communication skills with individuals who use AAC. Dr. Binger is an active researcher who develops and evaluates intervention programs designed to enhance the language skills of children who use AAC. She has published numerous research articles, book chapters, and books relating to AAC.

Speaker Disclosures

Jennifer Kent-Walsh disclosures: Financial: Jennifer is employed by the University of Central Florida; she receives grant funding from the National Institute on Deafness and Other Communication Disorders that supports her work on the topic we'll be discussing today. Jennifer does not have any non-financial relationships to disclose. 

Cathy Binger disclosures: Financial: Cathy is employed by the University of New Mexico; she receives grant funding from the National Institute on Deafness and Other Communication Disorders that supports her work on the topic we'll be discussing today. Cathy Binger non-financial disclosures: Cathy does not have any non-financial relationships to disclose

Kate Grandbois disclosures: Financial: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.  Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG. 

Amy Wonkka disclosures: Financial: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.



Time Ordered Agenda

15 minutes: Introduction, Disclaimers and Disclosures

25 minutes:  Descriptions of the importance of applying a developmental model to aided AAC language learning

15 minutes:  Descriptions of the language domains that should be considered when providing AAC language intervention   

10 minutes:  Descriptions of the evidence that supports an early focus on semantic and grammatical development for preliterate children who use aided AAC.

5 minutes: Summary and Closing



References and Resources

Binger, C., Kent-Walsh, J., & King, M. (2017). Dynamic Assessment for 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication: Evaluating Expressive Syntax. Journal of Speech, Language, and Hearing Research, 60(7), 1946-1958. doi:10.1044/2017_jslhr-l-15-0269

Binger, C., Kent-Walsh, J., King, M., & Mansfield, L. (2017). Early Sentence Productions of 3- and 4-Year-Old Children Who Use Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research, 60(7), 1930-1945. doi:10.1044/2017_jslhr-l-15-0408

Binger, C., Kent-Walsh, J., King, M., Webb, E., & Buenviaje, E. (2016). Early Sentence Productions of 5-Year-Old Children Who Use Augmentative and Alternative Communication. Communication Disorders Quarterly, 38(3), 131-142. doi:10.1177/1525740116655804

Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using Aided AAC Models, Recasts, and Contrastive Targets to Teach Grammatical Morphemes to Children Who Use AAC. Journal of Speech, Language, and Hearing Research, 54(1), 160-176. doi:10.1044/1092-4388(2010/09-0163)

Soto, G., & Clarke, M. T. (2017). Effects of a Conversation-Based Intervention on the Linguistic Skills of Children With Motor Speech Disorders Who Use Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research, 60(7), 1980-1998. doi:10.1044/2016_jslhr-l-15-0246

Tönsing, K. M. (2015). Supporting the Production of Graphic Symbol Combinations by Children with Limited Speech: A Comparison of Two AAC systems. Journal of Developmental and Physical Disabilities, 28(1), 5-29. doi:10.1007/s10882-015-9425-5

Tönsing, K. M., Dada, S., & Alant, E. (2014). Teaching Graphic Symbol Combinations to Children with Limited Speech During Shared Story Reading. Augmentative and Alternative Communication, 30(4), 279-297. doi:10.3109/07434618.2014.965846



Disclaimer

The contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!


Editors

Episode Summary provided by Tanna Neufeld, MS, CCC-SLP

Audio File Editing provided by Caitlan Akier, MA, CCC-SLP/L, Contributing Editor

Promotional Contribution provided by Paige Biglin, MS, CCC-SLP, Contributing Editor 

Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor

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