Augmentative Procedures for Communication Disorders
CDS 657 – Fall 2017
Jeanine Geisler, MS, CCC-SLP Class/Clinic Meetings: Monday 1:30, TBD
541-346-9001 Office Hours: by appointment, HEDCO 276
Readings for class:
Beukelman, D., & Mirenda P. (2005). Augmentative and alternative communication: Supporting children and adults with complex communication needs (4th ed.). Baltimore, Maryland: Paul H Brookes.
Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lund, S., McKelvey, M., and Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative and Alternative Communication, 28, 278-288.
Fried-Oken, M., Beukelman, D., & Hux, K. (2012). Current and future AAC research considerations for adults with acquired cognitive and communication impairments. Assistive Technology, 24, 56-66. PMC # 3760684.
Harris M. D., Reichle J. (2004). The impact of aided language stimulation on symbol comprehension and production in children with moderate cognitive disabilities. American Journal of Speech-Language Pathology, 13, 155–167.
Light, J.C. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5,4, 137-144.
Romski, M. and Sevcik, R. (2005) Augmentative communication and early intervention: Myths and realities. Infants and Young Children, 18(3), 174‐185.
Soto, G., & Yu, B. (2014). Considerations for the provision of services to bilingual children who use augmentative and alternative communication.Augmentative and Alternative Communication,30(1), 83–92.
See infoCDS for additional (optional) articles on variety of AAC topics.
Course description and objectives: Individuals with complex communication needs benefit from the use of Augmentative and Alternative (AAC) systems and services. Systems can be no-technology “no-tech”, low-tech and high tech and are highly individualized dependent on the user’s needs. This course will discuss the evaluation, implementation, funding and continuing support necessary for the successful use of AAC amongst its users. By the end of the course students will be able to:
1. Identify and/or define concepts and terminology from the field of AAC.
2. Describe assessment tools for AAC; identify dynamic assessment measures; choose appropriate assessment tools per specific need.
3. Compare various access methods and message representation strategies.
4. Describe appropriate AAC treatment goals given assessment information.
5. Describe the process for AAC report writing and funding.
6. Implement AAC treatment approaches; design and utilize data collection systems.
Method of course instruction: This course combines lectures, video analyses, and discussion of clients using AAC. All students are expected to observe confidentiality and professionalism at all times.
Course requirements: Students will complete the following assignments for the percentages indicated. Assignments are due in class (except where otherwise noted) or they are considered late and subject to reduction in credit (10% per day). All assignments should be typed, double spaced (except tables), in 12 point Times New Roman or Calibri font and follow APA format where applicable.
Specific requirements for completing assignments and rubric are located on infoCDS -> AAC Clinic -> Student Prep and Planning.
1. Presentation/simulation of assigned intervention, including handout – 20 points
2. Take home final – 30 points
3. Participation – 50 points
Each student will receive points based on:
· In class participation (attendance/timeliness, group discussions, clinic assignments, peer feedback, contributions in class)
Students should contact the instructor in case of illness or emergencies that preclude turning in assignments as scheduled or attending class sessions. Messages can be left on professor’s email at any time of the day or night prior to class. If no prior arrangements have been made prior to class time, the absence will be unexcused. Not all advance notice constitutes an excused absence.
Grading: Final grades will be based on the percentage of total points received (e.g., 90% and above, A- to A, 80% and above, B- to B+). Plus and minus grades will be given based on total points. Additional extra credit assignments will not be offered or available. Late assignments are available to a reduction in points.
93-100% = A 80-82% = B-
90-92% = A- 78-79% = C+
88-89% = B+ 73-77% = C
83-87% = B 70-72% = C-
Course guidelines: Students are expected to contribute to a learning environment where all students can contribute and thrive. Appropriate class etiquette (e.g., respectful discussion, arriving on time, contributing to small group efforts, turning off cell phones) improves the learning experience for all students. Students are expected to use professional communication in the classroom on par with their communication in clinical settings.
Classroom environment – a few things to reduce distractions and optimize class time:
· The only mobile electronic devices acceptable in this class are laptops or tablets, which are to be used only for note taking. All other devices should be powered off and out of sight - absolutely no texting in class.
· Side conversations make it difficult for both learning and teaching to occur.
· While questions and discussion are valuable to learning for all students, try to keep these focused on the class topic and applicable to all students. Other questions are welcomed in office hours.
Classroom expectations include:
· Participating in class activities
· Respecting the diversity of cultures, opinions, viewpoints in the classroom
· Listening to fellow students and professor
· Arriving on time, prepared for class; attending for the duration of class
· Not reading other materials, books, newspapers, or using laptops for other activities
· Respectful communication; racist, homophobic, sexist, and other disrespectful comments will not be tolerated.
CDS 657 term schedule
Week / Dates / Topics / Readings and AssignmentsWk 1
(no clinic) / 9/26 Course / Overview of course
Presentation assignments
Intro to AAC / Chapter 1
9/26 Clinic / Overview of specialty clinic and infoCDS
Hands on with low-tech and high-tech tools / File Review
9/28 Course / AAC communicative competence / Janice Light, 1989
9/28 Clinic / Aided Language Stimulation intervention and practice / Harris and Reichle, 2 004
Musselwhite webinar (link on infoCDS)
“Device debriefings” form due Fri 5pm (email to Jeanine)
Wk 2 / 10/2 Course / Vocab Selection, Symbols, Layout Organization / Chapters 2 and 3
10/2 Clinic / Case Presentations of clients
Communication Partner Strategies / Case presentations
CHARTR due
“Client communication questionnaire” form due Friday 9am (email to your sup)
Wk 3 / 10/9 Course / AAC Assessment and Funding / Binger et al, 2012
Chapters 5 and 6
10/9 Clinic / Data Collection and AAC Goals / “Exploration of clients’ devices” form due Fri 9am (email to your sup)
Wk 4 / 10/16 Course / Early intervention, Emergent Communicators, and Developmental Disabilities / Romski & Sevcik, 2005
Chapters 8 and 9
PECS presentation
10/16 Clinic / Visual and Positive Behavior Supports
CVI Considerations / Draft of ITP due Mon 9am
Wk 5 / 10/23 Course / Tobii Dynavox Rep
10/23 Clinic / Caregiver Coaching / ImPAACT program intervention presentation
Watch one of your recorded sessions; complete a self-reflection form on infoCDS due Friday 9am
Wk 6 / 10/30 Course / Saltillo Rep
10/30 Clinic / Alternative Access / Revisions of ITP due Monday 9am
Chapter 4
Wk 7 / 11/6 Course / Prentke Romich Rep
Semantic Compaction
11/6 Clinic / Special Considerations for multicultural populations / Soto and Yu, 2014
Wk 8 / 11/13
Course / Mary Rebar from ALS Association / Chapters 14 and 16
11/13
Clinic / Special Considerations for degenerative populations / 3-phase intervention model presentation
Wk 9 / 11/21 / Aphasia and Brain Injury / Fried-Oken et al, 2012
Chapter 15 (17 and 18 optional)
Independent strategies for persons with Aphasia presentation
Partner-dependent strategies for persons with Aphasia presentation
11/21 / AAC in medical settings
Wk 10 / 11/28 Course / Literacy, Working in schools, and iPads / Chapter 13 (12 optional)
The ALL curriculum presentation (one component only)
11/28 Clinic / Final Clinic Case Presentations with video / Final ITP Due Mon 9am (present to clients)
Wk 11 / 12/4 Course / No meeting – Take home final due at 9am
12/4 Clinic / Final Meetings 1:1
Diversity, Equity and Inclusion
It is the policy of the University of Oregon to support and value equity and diversity and to provide inclusive learning environments for all students. To do so requires that we:
· respect the dignity and essential worth of all individuals.
· promote a culture of respect throughout the University community.
· respect the privacy, property, and freedom of others.
· reject bigotry, discrimination, violence, or intimidation of any kind.
· practice personal and academic integrity and expect it from others.
· promote the diversity of opinions, ideas and backgrounds which is the lifeblood of the university.
In this course, class discussions, projects/activities and assignments will challenge students to think critically about and be sensitive to the influence, and intersections, of race, ethnicity, nationality, language, religion, gender, socioeconomic background, physical and cognitive ability, sexual orientation, and other cultural identities and experiences.Students will be encouraged to develop or expand their respect and understanding of such differences.
Maintaining an inclusive classroom environment where all students feel able to talk about their cultural identities and experiences, ideas, beliefs, and values will not only be my responsibility, but the responsibility of each class member as well. Behavior that disregards or diminishes another student will not be permitted for any reason. This means that no racist, ableist, transphobic, xenophobic, chauvinistic or otherwise derogatory comments will be allowed. It also means that students must pay attention and listen respectfully to each other’s comments.
Documented Disability
Appropriate accommodations will be provided for students with documented disabilities. If you have a documented disability and require accommodation, arrange to meet with the course instructor within the first two weeks of the term. The documentation of your disability must come in writing from the Accessible Education Center in the Office of Academic Advising and Student Services. Disabilities may include (but are not limited to) neurological impairment, orthopedic impairment, traumatic brain injury, visual impairment, chronic medical conditions, emotional/psychological disabilities, hearing impairment, and learning disabilities. For more information on Accessible Education Center, please see http://aec.uoregon.edu
Mandatory Reporting of Child Abuse
UO employees, including faculty, staff, and GEs, are mandatory reporters of child abuse.This statement is to advise you that that your disclosure of information about child abuse to a UO employee may trigger the UO employee’s duty to report that information to the designated authorities. Please refer to the following links for detailed information about mandatory reporting:
http://hr.uoregon.edu/policies-leaves/general-information/mandatory-reporting-child-abuse-and-neglect
Reporting Title IX Experiences
Any student who has experienced sexual assault, relationship violence, sex or gender-based bullying, stalking, and/or sexual harassment may seek resources and help at safe.uoregon.edu.To get help by phone, a student can also call either the UO’s 24-hour hotline at 541-346-7244 [SAFE], or the non-confidential Title IX Coordinator at 541-346-8136. From the SAFE website, students may also connect to Callisto, a confidential, third-party reporting site that is not a part of the university.
Students experiencing any other form of prohibited discrimination or harassment can find information at respect.uoregon.edu or aaeo.uoregon.edu or contact the non-confidential AAEO office at 541-346-3123 or the Dean of Students Office at 541-346-3216 for help. As UO policy has different reporting requirements based on the nature of the reported harassment or discrimination, additional information about reporting requirements for discrimination or harassment unrelated to sexual assault, relationship violence, sex or gender based bullying, stalking, and/or sexual harassment is available at http://aaeo.uoregon.edu/content/discrimination-harassment
Specific details about confidentiality of information and reporting obligations of employees can be found at https://titleix.uoregon.edu.
Academic Misconduct Policy
All students are subject to the regulations stipulated in the UO Student Conduct Code http://conduct.uoregon.edu). This code represents a compilation of important regulations, policies, and procedures pertaining to student life. It is intended to inform students of their rights and responsibilities during their association with this institution, and to provide general guidance for enforcing those regulations and policies essential to the educational and research missions of the University.
Conflict Resolution
Several options, both informal and formal, are available to resolve conflicts for students who believe they have been subjected to or have witnessed bias, unfairness, or other improper treatment.
It is important to exhaust the administrative remedies available to you including discussing the conflict with the specific individual, contacting the Department Head, or within the College of Education, you can contact the Associate Dean for Academic Affairs and Equity (Krista Chronister, 346-2415, ). Outside the College, you can contact:
· UO Bias Response Team: 346-3216 http://bias.uoregon.edu/whatbrt.htm
· Conflict Resolution Services 346-3216 http://studentlife.uoregon.edu/support
· Affirmative Action and Equal Opportunity: 346-3123 http://aaeo.uoregon.edu/
Grievance Policy
A student or group of students of the College of Education may appeal decisions or actions pertaining to admissions, programs, evaluation of performance and program retention and completion. Students who decide to file a grievance should follow the student grievance procedure, or alternative ways to file a grievanceoutlined in the Student Grievance Policy (https://education.uoregon.edu/academics/student-grievance) or enter search: student grievance.
In Case of Inclement Weather
In the event the University operates on a curtailed schedule or closes, UO media relations will notify the Eugene-Springfield area radio and television stations as quickly as possible. In addition, a notice regarding the university’s schedule will be posted on the UO main home page (in the “News” section) at http://www.uoregon.edu. Additional information is available at http://hr.uoregon.edu/policy/weather.html.
If an individual class must be canceled due to inclement weather, illness, or other reason, a notice will be posted on Blackboard or via email. During periods of inclement weather, please check Blackboard and your email rather than contact department personnel. Due to unsafe travel conditions, departmental staff may be limited and unable to handle the volume of calls from you and others.
Course Incomplete Policy
Students are expected to be familiar with university policy regarding grades of “incomplete” and the time line for completion. For details on the policy and procedures regarding incompletes, Please see: https://education.uoregon.edu/academics/incompletes-courses