Implementing Augmentative and Alternative Communication in Adults

 

This course is designed to help educate the speech language pathologist on best practices and augmentative and alternative communication (AAC) interventions for adults with complex communication disorders and acquired disabilities. An overview of AAC systems and strategies will be discussed as well as frequently used terminology within the field of AAC. You will explore some of the most common diagnoses encountered with speech generating device (SGD) implications. The content in this webinar will also highlight key assessment considerations as well as models of intervention for several commonly acquired speech disorders (e.g., ALS, MS, Guillain-Barre Syndrome, Parkinson’s disease, and Brainstem Stroke, etc.). It will help guide you to achieve positive outcome goals by giving you the tools necessary to identify the best techniques for managing and sustaining effective communication.

$30.00

Hours: 1.50
REL-RT-0-IAACA

Certificates

Certificates provided by accrediting body (2 Match)

Kansas Health Department of Aging and Disability Services (Speech)

1.5 HOURS


Approved for 1.50 continuing education clock hours for Kansas Speech Pathologists and Audiologists by the Kansas Department of Aging and Disability. Long Term Sponsorship number LTS-S1057. This activity is approved for 1.50 contact hours.

American Speech-Language-Hearing Association

1.5 HOURS



This course is offered for 0.15 ASHA CEUs (Intermediate level; Professional Area).

Course Details

Course Code: REL-RT-0-IAACA
Hours: 1.5
Type: Online Course
Content Expiration Date: 10/31/2020
Learning Objectives:
• Examine the differences between rehabilitative services and AAC services for adults with acquired disabilities.
• Define the 2 factors in AAC implementation that result in a feeling of communicative competence and contribute to the strongest desire to communicate in AAC users.
• Identify at least 3 medical diagnoses that result in communication deficits that can be addressed by augmentative and alternative communication.
• Explore models for AAC intervention that provide an implementation framework for 5 acquired diagnoses.
• Describe at least 5 necessary components of the AAC evaluation process that one must consider when working with adults with acquired disabilities.

Outline:
Learning Objectives
Course Description
ASHA Requirements for Speakers
Thoughts on AAC & Acquired Disabilities
Knowledge Check
ASHA Position
The Challenge
Evidence Based Practice & AAC
Evidence Based Practice (EBP): Knowledge About the Client
EBP: Knowledge about Best Practices
EBP: Knowledges about Devices
Impact of Acquired Disability
Influence of Motivation on AAC Use
Common Diagnoses SGD Implications
Knowledge Check
AAC Overview: Abbreviations, Systems, and Terminology
AAC Modalities: Communication Includes
AAC Evaluation for Adult Acquired Disabilities
AAC Evaluation Components for Adult Acquired Disabilities
Models for AAC Intervention: Phases
Models for AAC Intervention: Phases
Phases in Amyotrophic Lateral Sclerosis (ALS) Management
Early Phase ALS Management
Middle Phase ALS Management
Late Phase ALS Management
Phases in Multiple Sclerosis (MS) Management
Early Phase MS Management
Middle Phase MS Management
Late Phase MS Management
Phases in Guillain-Barre Syndrome (GBS) Management
Early Phase Guillain-Barre Syndrome Management
Middle Phase Guillain-Barre Syndrome Management
Late Phase Guillain-Barre Syndrome Management
Phases in Parkinson’s Disease (PD) Management
Early Phase in Parkinson’s Disease Management
Middle Phase in Parkinson’s Disease Management
Late Phase in Parkinson’s Disease Management
Phases in Brainstem Stroke Management
Early Phase in Brainstem Stroke Management
Middle Phase in Brainstem Stroke Management
Late Phase in Brainstem Stroke Management
Knowledge Check
Models for AAC Intervention to Restore Natural Speech: Staging
Locked-in Syndrome
AAC Management for Severe Aphasia and Apraxia of Speech
AAC Management for Severe Aphasia and Apraxia of Speech Challenges
Challenges in Aphasia and AAC: Types of Communicators
Partner-Dependent: Emerging AAC Communicators
Partner-Dependent: Contextual Choice AAC Communicators
Partner-Dependent: Transitional AAC Communicators
Independent: Stored-Message AAC Communicators
Independent: Generative AAC Communicators
Visual Scene Displays (VSC) & Aphasia
Visual Scene Displays (VSC) & Aphasia “About Me”
Visual Scene Displays (VSC) & Aphasia “Family Page”
Knowledge Check
AAC in Traumatic Brain Injury
AAC in Traumatic Brain Injury: Natural Speech Strategies
AAC in Traumatic Brain Injury: Approaches
AAC in Traumatic Brain Injury: Early Stage (Levels I, II, & III)
AAC in Traumatic Brain Injury: Middle Stage (Levels IV & V)
AAC in Traumatic Brain Injury: Late Stage (Levels VI, VII, & VIII)
AAC Intervention: Primary Progressive Aphasia (PPA)
Staging AAC Intervention: Primary Progressive Aphasia (PPA)
AAC Intervention: Dementia
AAC Intervention: Stages of Dementia
AAC Intervention: Dementia
AAC Strategies for Individuals Following Surgery
AAC Supports for Temporary Conditions
Successful Implementation and Buy-In Tips for Education Staff, Families, and Caregivers on AAC
Knowledge Check

Instructor: April B. Furr, MS, CCC-SLP
April Furr is a speech-language pathologist with 9 years of experience in the field of augmentative communication and assistive technology. Her work experience includes working with the North Carolina Assistive Technology Program, Wake County Public Schools (Assistive Technology Specialist), and in acute care settings. Her professional memberships include the American Speech-Language Hearing Association and ASHA SIG 12. Disclosure: April B. Furr, MS, CCC-SLP has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Instructor: Celeste Helling, MA, CCC-SLP, ATP
Celeste Helling is a speech-language pathologist with the North Carolina Assistive Technology Program in Charlotte, NC. She is also the developer of several iOS apps, including AAC Evaluation Genie. Her professional memberships include the American Speech-Language Hearing Association (ASHA), ASHA SIG 12, North Carolina Augmentative Communication Association (NCACA), International Society for Augmentative and Alternative Communication (ISAAC). I also serve on the NCACA Long Range Planning Committee.  Disclosure: Celeste Helling, MA, CCC-SLP, ATP discloses the following potential conflict of interests/commercial interests: Relevant Financial Relationship with Hump Software Tip Top Apps as Owner/App Developer Relevant Non-Financial Relationship with North Carolina Augmentative Communication Association as Member; Co-Chair of the NCACA Long Range Planning Committee.
Target Audience:
The target audience for this course is: intermediate level Speech and Language Pathologists; in the following settings: Rehabilitation Settings.
Relias Learning will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Relias Learning has a grievance policy in place to facilitate reports of dissatisfaction. Relias Learning will make every effort to resolve each grievance in a mutually satisfactory manner. In order to report a complaint or grievance please contact Relias Learning at support@reliaslearning.com.
All courses offered by Relias Learning, LLC are developed from a foundation of diversity, inclusiveness, and a multicultural perspective. Knowledge, values and awareness related to cultural competency are infused throughout the course content.
To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
Course Delivery Method and Format
Asynchronous Distance Learning with interactivity which includes quizzes with questions/answers, and posttests.
Accommodations
If you require special accommodations to complete this module, please contact Relias Learning Customer Support by calling (800) 381-2321 or emailing support@reliaslearning.com