“Results from the current study provide clinical insights toward involving young children in AAC programming just in time and steps that may allow for more independent participation or require more scaffolding.”
Jess Caron, Christine Holyfield and David McNaughton made a virtual presentation to the ISAAC-Norway conference on April 24, 2017.
This 2017 PSHA poster presentation illustrated a PSU Advanced AAC Technical Seminar class project applying the Gradual Release of Responsibility Model of explicit teaching to increase access to the academic curriculum with a student who communicates and writes via single-switch scanning.
SLPs have specialized knowledge that can be used to provide the help and adaptations for students with CCN in order to build vital language, communication, and literacy skills and support the maximization of literacy and communication outcomes.
This poster session at PSHA 2017 expands understanding of ways to systematically approach new interventions for individuals who use AAC given the expansion of communication environments and modes (e.g., social media) and the limited research to date.
Results of this study offer empirical evidence regarding the importance of considering seated positioning when determining access methods for adolescents with CP, underscoring the importance of a multidisciplinary team in the provision of AAC services for individuals with significant speech and motor impairments.