AAC Technology CEU Courses for SLPs

Assessment and treatment considerations for clinicians providing augmentative/alternative communication (AAC) services to adults with complex communication needs are discussed in this course. Case studies are used to describe AAC options, clinical decision making and use of evidence-based practice methods, as well as common practice limitations that clinicians face when providing such services.

Communication strategies to support inpatients in the medical setting who are unable to speak are described in this course. Using principles of augmentative and alternative communication (AAC), steps for evaluating patient capabilities, selecting and implementing strategies, equipment and materials, creating communication tools, and supporting partners and team members are discussed.

This is Part 2 of a two-part series. An Augmentative/Alternative Communication (AAC) goal continuum for three different AAC communicator categories (i.e., Emerging, Functional, and Generative) is described in this course. Specific, functional and attainable goals for these categories are discussed.

Ways to facilitate language during activities of daily living (ADLs) with individuals who use augmentative/alternative communication (AAC) are described in this Fast Class. Communicative functions accessed during ADLs, use of aided language stimulation, and coaching suggestions for caregivers and staff are also discussed.

Augmentative/alternative communication (AAC) in the context of preparing for the Assistive Technology Professional (ATP) exam is discussed in this course. Different types of AAC devices and their applications are described, and the HAAT model (Human Activity Assistive Technology) is used to explore key AAC features such as access, display, programming, mounting, and integration of systems.

A variety of commercial and assistive technologies for remediating and accommodating attention, memory, executive functioning and other cognitive deficits that affect numerous functional areas are discussed in this course. The information is designed to help prepare the participant for the Assistive Technology Professional (ATP) examination.

A variety of assistive technology (AT) access methods are presented in this course to help prepare participants for the Assistive Technology Professional (ATP) examination. Definitions, clinical indicators for selecting different access methods, facilitators, and programming are discussed.

A hierarchy of computer and tablet access options for clients unable to use standard access, such as a keyboard, mouse, and touch screen, is presented in this course. Areas to be analyzed during assessment, including motor skills, vision, cognition, and functional applications, are described, and alternative keyboards, mice, operating systems and software rate enhancement are discussed, to help prepare the learner for the Assistive Technology Professional (ATP) exam.

Electronic Aids to Daily Living (EADLs), which provide an alternative means of controlling devices primarily within the home environment, are discussed in this course to prepare the learner for the Assistive Technology Professional (ATP) exam. Topics include examples of EADLs, potential limitations of consumer technologies for those with disabilities, and situations where disability-specific aids may be needed.

This course covers assistive technology (AT) Assessment and Service Delivery in the context of preparing for the Assistive Technology Professional (ATP) examination. AT assessment components and service delivery models, as well as AT team members, outcomes, ethics, and standards of practice are discussed.