Feature-Matching in AAC Assessment

Kelly Fonner
AAC feature-matching refers to the process of determining what features are needed by the AAC user and then selecting tools that have those features for trials. AAC trials based on feature-matching, conducted in the context of real communication opportunities, are critical to data-based decision-making in AAC. This session will provide an overview of the process and the tools and supports available to student teams conducting a comprehensive AAC system assessment. The feature-matching process focuses on providing the student with robust vocabulary, while personalizing an AAC system to the individual student’s expressive needs and physical/sensory abilities, rather than beginning with the AAC preferences of those around the child. It incorporates a range of systems, both printed and electronic (i.e. dedicated and app- based) AAC systems. In this session for SLPs as well as teachers and other team members, we'll explore a variety of supports and online options - some free and some that are available for a fee.
Credits: Act 48, ACVREP, ASHA, Psych
Audience: Special Education Teachers; Teachers who work with students who are Deaf-Blind; Speech Therapists; Assistive Technology Specialists; Parents, Guardians, Family Members; Paraprofessionals
Speaker Bio: Kelly Fonner, MS is a self-employed consultant and trainer in assistive and educational technology. She has a BS in Special Education from Millersville University & an MS in Educational Technology with emphasis in Rehabilitation/Special Education Technology from The Johns Hopkins University. Her continuing education & research is in the area of Adult Education & Urban Education at the University of Wisconsin – Milwaukee. She holds an Assistive Technology Applications Certificate of Learning from California State University - Northridge. Kelly has been a teacher, para-educator, instructional media specialist, assistive technology specialist in early education, school & university settings. She has worked for the PA statewide AT project & has been an instructor in university courses.
Since 1986 Kelly has presented at schools, conferences, & to families in 48 states and internationally (Australia, Canada, South Africa). She speaks on a wide-range of topics including educational accommodations, augmentative communication, computer access, electronic literacy, study skills, AT assessment & implementation strategies. Each year, she works with approximately 50 school-based teams supporting students’ implementation of AAC & literacy implementation in the classroom. Kelly is also the relative to individuals with CP, Aspergers, and acquired disabilities, which impacts her perspective on the field. She is available to do seminars, webinars, consultations & workshops. Her website is www.kellyfonner.com.
Kelly Fonner