Class outline: Class #16

.Teaching Students with Intensive Communication Needs

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June 25, 2007 (class #16) -- REVISED! Will be taught on June 26
Topic: Alternative and Augmentative Communication (AAC).

Class outline:

4:20-4:30 Quick questions and quandaries. Announcements:

Don't forget to turn in your summary of Siegel and Cress, 2002.

We will be talking about literacy on Wednesday. Bring in some definitions to share with your group.

Remember that Julia has drop-in office hours on Tuesday.

Divide up the readings for tomorrow mong group members.

4:30-4:50 Small group activity:

(1) Identify the key points from today's readings (ASHA and Siegel & Cress).

(2) Identify any concepts or issues from the reading that seemed unclear on big paper.

4:50-5:10 Individually circulate to other groups' posters and make comments and provide tentative answers to their questions.

5:10-5:20 Quick write: Why is AAC important for students with intensive communication needs?

5:20-6:15 Interactive presentation: AAC

6:15-6:20 Minute paper:

What was the most important concept you learned in class today?

What was the muddiest part of the class?

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Overheads:

PowerPoint file

Handouts:
none today
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Optional Reading Questions:
Note: All of the readings, required and recommended, can be found on electronic reserves at Zimmerman library. Please contact the instructor for the course password.
AHSA, 1991 (Report: AAC)

1) About how many Americans are considered to have severe communication impairments?

2) What is a multimodal system of communication?

3) What should be considered regarding the rights of the individual with severe communication impairments when deciding to implement an AAC system?

4) What are the four major aspects of service delivery for AAC?

5) Now that you've read this report...

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

Siegel & Cress, 2002

1) What are three major criteria identifying early communicators as at risk for not producing speech?

2) What are some possible influences of atypical physical development related to early communication abilities?

3) The tri-focus framework encompasses what three components?

4) Why is it important to look at the function of challenging behaviors of people with communication challenges?

5) Now that you've read this chapter...

what are some new terms for you from this chapter?

what seem to be some important concepts in this reading?

what new questions do you have?

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Additional Resources:
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Recommended Readings:
American Speech-Language-Hearing Association. (2002). Augmentative and alternative communication: Knowledge and skills for service delivery [Electronic version]. ASHA Supplement, in press.
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Beukelman, D. R., & Mirenda, P. (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults (2nd ed.). Baltimore, MD: Paul H. Brookes. (chapter 3, in particular)
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Cohen, E. T., Allgood, M. H., Heller, K. W., & Castelle, M. (2001). Use of picture dictionaries to promote written communication by students with hearing and cognitive impairments. Augmentative and Alternative Communication, 17(4), 245-254.
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McCord, M. S., & Soto, G. (2004). Perceptions of AAC: An ethnographic investigation of Mexican-American families. Augmentative and Alternative Communication, 20(4), 209-227.
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Return to top Julia Scherba de Valenzuela, Ph.D.
Last updated: June 22, 2007

4:20-4:30	Quick questions and quandaries. Announcements: Don't forget to turn in your summary of Siegel and Cress, 2002. We will be talking about literacy on Wednesday. Bring in some definitions to share with your group. Remember that Julia has drop-in office hours on Tuesday. Divide up the readings for tomorrow mong group members.
4:30-4:50	Small group activity: (1) Identify the key points from today's readings (ASHA and Siegel & Cress). (2) Identify any concepts or issues from the reading that seemed unclear on big paper.
4:50-5:10	Individually circulate to other groups' posters and make comments and provide tentative answers to their questions.
5:10-5:20	Quick write: Why is AAC important for students with intensive communication needs?
5:20-6:15	Interactive presentation: AAC
6:15-6:20	Minute paper: What was the most important concept you learned in class today? What was the muddiest part of the class?

1)	About how many Americans are considered to have severe communication impairments?
2)	What is a multimodal system of communication?
3)	What should be considered regarding the rights of the individual with severe communication impairments when deciding to implement an AAC system?
4)	What are the four major aspects of service delivery for AAC?
5)	Now that you've read this report... what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?

1)	What are three major criteria identifying early communicators as at risk for not producing speech?
2)	What are some possible influences of atypical physical development related to early communication abilities?
3)	The tri-focus framework encompasses what three components?
4)	Why is it important to look at the function of challenging behaviors of people with communication challenges?
5)	Now that you've read this chapter... what are some new terms for you from this chapter? what seem to be some important concepts in this reading? what new questions do you have?