Speech Language Pathology: Continuing Education Courses by SLP Nerdcast
Course Title: Developing Competency in Self-Advocacy Skills for Complex Communicators
Get 0.1 ASHA CEUs and view the full course landing page:
Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.
On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.
To learn more about our services visit ▶ https://bit.ly/SLPNERDCAST
To learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.
Learning Objectives:
1. Identify at least three skills to target to develop communication competency
2. Identify at least three activities or tools for students to learn and practice self-advocacy skills.
3. Explain how to use coaching strategies to support communication partners in utilizing skills
explicitly taught during natural moments in the learning environment.
References & Resources:
Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138.
Burkhart, L., Mussel White, C. (2001). Can We Chat? Co-Planned Sequenced Social Scripts. Litchfield Park: Special Communications.
Finke, E. H., Davis, J. M., Benedict, M., Goga, L., Kelly, J., Palumbo, L., . . . Waters, S. (2017). Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 26(1), 81-98. doi:10.1044/2016_ajslp-14-0187
Geist, L., & Erickson, K. (2022). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC. TEACHING Exceptional Children, 54(4), 296–304.
Hartmann, A & Sheldon, E. (2019). Just Ask: What we can learn from AAC users. [Blog post] Sheldon, E., & Hartmann, A. How to be an AAC supporter - AssistiveWare. https://www.assistiveware.com/learn-aac/how-can-i-help-be-an-aac-supporter Karimi, L. (2024, February 9). Erika Fundelius - Department of Educational and Counselling Psychology, and Special Education. Department of Educational and Counselling Psychology, and Special Education. https://ecps.educ.ubc.ca/erika-fundelius/
Light, J., & Mcnaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85-96.
Hayden, N. K., Bradshaw, J., Hayward, S., Murphy, J., Boa, S., Eden, V., Mischo, S., Pampoulo, E., Macrae, A.-M., Reid, J., Darvell, C., Lauer, N., Mundt, I., Clark, L., Nagawa, M., Duner, A., and Talking Mats Research Network (2023). Summary of Talking Mats Studies.
Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina.
Samuelsson, J., Holmer, E., Johnels, J. Å., Palmqvist, L., Heimann, M., Reichenberg, M., & Thunberg, G. (2024). My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats. British Journal of Learning Disabilities, 52, 23–35. https://doi.org/10.1111/bld.12543
Singer, B.D., & Morgensen Jennifer. (2021). Getting students to Self-Advocacy—Step by step. In ASHA LeaderLive. https://doi.org/10.1044/leader.ftr1.26082021.32
Taub, D., Wakeman, S., Saunders, A., Thurlow, M. L., & Lazarus, S. S. (2019). Using the least dangerous assumption in educational decisions (TIPS Series: Tip #6). Minneapolis, MN: University of Minnesota, TIES Center.
Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., ... & Johnson, D. R. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19(1), 6-18.
Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113-120.
Witkowski D., Baker B. (2012). Addressing the content vocabulary with core: Theory and practice for non-literate or emerging literate students. Perspectives on Augmentative and Alternative Communication, 21, 74–81.
Wood, W. M., Fowler, C. H., Uphold, N., & Test, D. W. (2005). A review of self-determination interventions with individuals with severe disabilities. Research and Practice for Persons with Severe Disabilities, 30(3), 121-146.
Van Tatenhove G. (2009). Building language competence with students using AAC devices: Six challenges. Perspectives on Augmentative and Alternative Communication, 18, 38–47.
Communication Bill of Rights - https://www.asha.org/njc/communication-bill-of-rights
