Do you struggle with writing augmentative/alternative communication (AAC) goals that allow for progress monitoring and facilitate communicative competence? This course will provide suggestions on how to write specific goals across the four areas of communicative competence for AAC, as well as how to use the goals to document progression of skills.

Looking for a way to classify skills of children who use augmentative/alternative communication (AAC) and track progress? This course will discuss stages of development in AAC that assist SLPs in defining level of functioning for appropriate evaluation and treatment planning.

This course will discuss information (e.g., AAC types, features, access methods, evaluation elements) that is necessary to accurately document augmentative/alternative communication (AAC) assessment outcomes for funding of a device via Medicare, which is the largest funding source of speech generating devices (SGDs). However, the content of this course is also applicable for SLPs working with clients who need AAC funding from any third-party payer source.

This is Part 4 of a five-part series, Current Best Practices in the Evaluation and Management of Childhood Apraxia of Speech (CAS): A Multidimensional Approach. This course will focus on the use of augmentative and alternative communication (AAC) as a support for children with apraxia of speech. Evidence-based treatment techniques with AAC will be described.

This course is part of the 2017 Nancy McKinley Lecture Series, Supporting Young Learners with Autism Spectrum Disorder. Mobile devices are non-threatening, accessible supports to collaboration and Universal Design for Learning that create greater outcomes for young learners with autism spectrum disorders (ASD) and their caregivers. This course will outline the ingredients for successful and thoughtful use of mobile devices as well as potential pitfalls.

This collection of reviews highlights a month of clinically relevant research findings for pediatric and school-based SLPs. Topics include augmentative and alternative communication (AAC), preschool stuttering, developmental language disorder, and measuring student outcomes.

This course will review the benefits of using a collaborative model of care for pediatric patients with complex communication disorders. Examples of group therapy and co-treatment will be presented via videos.

Pearson's EBP Briefs are case-based courses designed to assist with everyday decision-making in clinical practice. This case will examine the clinical question, “Do persons with nonfluent aphasia demonstrate superior communicative effectiveness (e.g., more conversational turns) during augmentative/alternative communication (AAC) interventions utilizing grid displays (graphic symbols) than during AAC interventions utilizing scene displays (photographs)?” The related literature search and analysis, along with the resultant clinical decision and application to clinical practice, will also be discussed. A relevant assessment tool for this case is the WAB-R (Kertesz, 2006).

This course is Part 3 of a 3-part series on pediatric reading and literacy. After beginning with a brief overview of how to identify a reading difficulty (including dyslexia), this course will focus on specific methods for assisting struggling readers. Strategies, classroom accommodations and technology resources will be discussed. (Part 1: Course 7833; Part 2: Course 7881)

This course will explore the use of video modeling to target early imitation and play skills in children with autism. Organization and creation of a video model clip to use as a therapy tool will be discussed in detail.