Videos

Module 2 of the POWER:AAC series addresses common classroom practices with students who may have very low or no speech, who may need or already use AAC systems. A variety of effective classroom practices are introduced, including the use of flexible, generative, potentially powerful words known which are referred to as "core" vocabulary or "core words". As a means of identifying your current educational practices and adopting POWER:AAC classroom practices, you will be asked to complete a self-assessment profile.

Module 3 of the POWER:AAC series reviews the various multi-modal AAC options to consider for students who need/use AAC, from no-tech, through low-tech, to high tech. A guide for making one such option- a simple manual communication board – is introduced.

Module 4 of the POWER:AAC series covers the important topic of selecting words for a student’s AAC system. It focuses on the importance of core vocabulary words and planning for providing sufficient vocabulary in student AAC systems.

Module 5 addresses issues regarding the representation of vocabulary words with pictures. It provides simple strategies for teaching pictures for core vocabulary words, and managing pictures on other visual support materials in classrooms.

Module 6 covers the visual supports and educational scaffolds that are essential in a POWER:AAC classroom environment, including tools to help students communicate with their AAC systems.

Module 7 covers the important topic of communication partner skills. AAC literature reports that adult communication partners facilitate communication growth for their students when they learn how to model language using the form of AAC the student is learning to use, create communication opportunities, and respond to students’ use of their systems with descriptive feedback.

Module 8 presents a variety of strategies for teaching students core and extended vocabulary using their AAC systems. These strategies provide starting points for guiding POWER:AAC classroom teams in developing their own systematic approach to teaching vocabulary use with their students.

Module 9 addresses the four purposes of communication as defined by Janice Light in her work on Communicative Competence – wants and needs, information transfer, social closeness, and social etiquette. For students who use AAC, learning to communicate for these purposes puts them on a path towards increasing communication competence. IEP goals are also discussed in this module.

This session provides updates on national trends for educators who work with students with Acquired Brain Injuries (both traumatic and non-traumatic brain injuries). Best practices for providing information to educators, (including interprofessional education), current thinking about TBI as a chronic condition, and suggestions for providing support in the classroom and community will be discussed.

A safe and supportive learning environment is crucial for students’ development and success. Educators and school leaders can be proactive about student behavior by implementing evidence-based practices to provide positive reinforcement, teach and maintain appropriate behaviors, and adapt instruction as needed. Behavior analysts Dr. Paulie Gavoni and Anika Costa join PaTTANpod to discuss the science of student behavior and prevention and intervention strategies that support a safe and supportive learning environment.