This course is an interactive and hands-on overview of the various methods by which individuals with multiple disabilities access augmentative and alternative communication (AAC) devices. Strategies and considerations that impact language learning, and ultimately the ability to communicate with AAC, are also reviewed. Through demonstration, video examples, and hands-on experience participants will explore eye tracking technology, infrared sensing (head tracking), single and multiple switch control, and touch access for AAC devices. Clinical and practical assessment considerations will be discussed across the access methods, along with implications for teaching and common adjustments to increase effectiveness in access and overall communication. This class will also touch on the impact of various movement disorders and vision related issues on the design of the user interface, adjustments to specific access methods, and overall impact on SGD setup.

This course will also examine tool use learning as it applies first to powered mobility (Assessment of Learning Powered mobility use – ALP), second as it applies to augmentative and alternative communication (ALP for AAC) and how the ALP impacts decision making for specific strategies and techniques you may implement or provide. Through interprofessional collaboration, the authors will demonstrate how the ALP for powered mobility has been adapted to the AAC population, providing a framework to help guide clinicians in assessing alternative access, and to increase proficiency with the chosen access method. Audience participation in rating videos and reviewing clinical strategies will be included.

Learner Outcomes:

1. Distinguish the various types of direct and indirect selection by which an individual with physical or multiple disabilities may access a speech-generating device.
2. Describe 3 strategies for modifying the visual display based upon the needs of someone with acuity or cortical visual impairment.
3. Identify settings within each access method that can be adjusted and matched to a new learner’s physical, cognitive, and sensory skills and abilities.
4. Define strategies and settings to accommodate various movement disorders for either switch, head tracking or eye tracking. 

Agenda:

Day One

15 min - Introduction

60 min - Vision (Acuity Issues, Ocular Motor, and Cortical Vision Impairments)

45 min - Positioning and Movement

45 min - Touch Access

30 min - Head Tracking: Part I

45 min - Head Tracking: Part II

45 min - Eye Tracking:  Part I

75 min - Eye Tracking: Part II

Day Two

120 min - Switches

60 min - Grand Rounds:  Video Reviews

30 min - Introduction and Overview of the ALP

*Tool use

*Stages and Phases – process-based assessment

*Video

*Research

60 min -  ALP for AAC

*Application to AAC 

*Video Examples of Each Stage

*Scoring the ALP

20 min - Facilitating strategies and application

10 min - Summary, Review, Questions, Planning

Please note the following details regarding this course: 

• You must register for this course using your own AACLJ account.
• All attendees will have the opportunity to download a Certificate of Attendance/Completion, depending on the class.
• ASHA CEU and certificate eligibility require complete live attendance.
• Certificates will be available to participants with verified attendance within a 2-week processing period.

Click here for instructor bio and disclosures

Session Dates:

• In-Person with Shawn Malcomson in Glendale Heights, IL
  March 13, 2025 : 8:30 am - 4:00 pm CST
• In-Person with Shawn Malcomson in Glendale Heights, IL
  March 14, 2025 : 8:30 am - 2:45 pm CST