ASHA 2009 Convention Program - (Page 62)

PROGRAM SESSIONSTH 8:00AM-9:00AM, Seminar 1 HR, CC/265-268 Improving Visual Scene Display Design Through Consideration of Visual Processes Krista Wilkinson, Pennsylvania St U, University Park, PA; Janice Light, Pennsylvania St U, University Park, PA; Kelly McStravock, Pennsylvania St U, University Park, PA; Kaitlyn Fratantoni, Pennsylvania St U, University Park, PA; Jessie Miller, Pennsylvania St U, University Park, PA; Kathryn Drager, Pennsylvania St U, University Park, PA; There is now clinical, theoretical, and empirical support for the use of visual scene displays (VSDs) in aided communication. If well-designed, VSDs can improve communication outcomes. Yet by similar logic, poorly designed VSDs could interfere with those same outcomes. We will discuss elements that research in and outside the field of AAC would suggest are critically important to consider when designing a VSD, with particular attention to the issue of visual processing of the integrated scenes. spEECh-LanguagE pathoLogY Thursday, november 19, 2009 TH 9:30AM-10:30AM, Seminar 1 HR, CC/262 AAC Language Assessment: Specific Considerations for Adults With Aphasia Joanne Lasker, Florida St U, Tallahassee, FL The process of recommending AAC systems and strategies for adults with aphasia requires clinicians to consider the language skills of the client and the specific language demands posed by AAC systems. We present a brief analysis of the language features used in different AAC systems in terms of language storage and retrieval. We also discuss the importance of matching the current and potential language skills of people with aphasia with an appropriate AAC tool. TH 9:30AM-10:30AM, Seminar 1 HR, CC/243 Online Assessment of Early Communication Skills Using the Communication Matrix Charity Rowland, Oregon Hlth & Sci U, Portland, OR An online version of the Communication Matrix (Rowland, 2004), an assessment designed for early communicators who use any form of communication (including AAC), is available free of charge. The service has undergone major improvements funded by grants from the U.S. Department of Education. The data collected provide new information about communication skills in individuals with specific disabilities. This service will be described and data on individuals with severe communication disorders will be presented. TH 8:00AM-9:00AM, Seminar 1 HR, CC/243 A Taxonomy of Pictorial Encoding Strategies Bruce Baker, U of Pittsburgh, Pittsburgh, PA; Eric Nyberg, Carnegie Mellon U, Pittsburgh, PA The study of semantically based symbols has a long history in AAC. This paper presents a taxonomy of the three types of semantic representation currently in use. The typology is based on the following criteria: the number of symbols in a collection or system, the relatedness of the symbols to each other, the methods for generating new meanings, and the relationship of the symbols to natural language. Iconicity and expressive productivity will be discussed. TH 9:30AM-10:30AM, Seminar 1 HR, CC/260 Teaching Picture Discrimination in Augmentative &/or Alternative Communication Systems Jill Waegenaere, Pyramid Educational Consultants, Newark, DE; Lori Frost, Pyramid Educational Consultants, Newark, DE; Catherine Horton, Pyramid Educational Consultants, Newark, DE; Jo-Anne Matteo, Pyramid Educational Consultants, Newark, DE One of the biggest challenges educators face when teaching picture- or symbol-based communication systems is picture discrimination. The purpose of this workshop is to give educators alternative strategies for teaching picture discrimination across high- and low-tech devices. We will discuss current practices and strategies for teaching picture discrimination and review other creative, less frequently used strategies. TH 9:30AM-10:30AM, Seminar 1 HR, CC/261 Teaming! Planning! Implementation! for Successful Integration of AAC Across Environments Barbara Chwierut, AERO, Burbank, IL; Bethany Diener, DynaVox Technologies, Chicago, IL How do we get him to use AAC at school? AAC only gets used during speech. Learn how one special education cooperative utilized resources available to the public to develop implementation plans for AAC that encouraged carry-through by classroom teams and families and targeted IEP goals and expanding communication skills. Case studies and results of implementation will be discussed, as well as how to initiate use of resources in your own setting. TH 9:30AM-10:30AM, Seminar 1 HR, CC/242 AAC Training: Video Podcasts Julie Gamradt, Communication Aids & Systems Clinic & Communication Development Program-Waisman Center, UW - Madison, Madison, WI; Jamie Murray-Branch, Dept of Communicative Disorders, U of Wisconsin - Madison, Madison, WI; Elizabeth Hanson, U of South Dakota, Vermillion, SD Too often, persons with complex communication needs face barriers that prevent them from looking for and finding a job. This presentation describes a video podcast training project designed to address the communication training needs of persons who use AAC and their support teams. Feedback from participants in the pilot project highlights important issues to consider when developing and implementing video podcast training. TH 11:00AM-12:00PM, Seminar 1 HR, CC/265-268 Effects of Animation on Guessability & Identification of Graphic Symbols Ralf Schlosser, Northeastern U, Boston, MA; Howard Shane, Children's Hosp Boston, Boston, MA; James Sorce, Children's Hosp Boston, Boston, MA; Meghan O'Brien, Children''s Hosp Boston, Boston, MA; Marie Duggan, Children's Hosp Boston, Boston, MA; Timothy DeLuca, Northeastern U, Boston, MA; Lisa Debrowski, Northeastern U, Boston, MA; Allison Neff, Northeastern U, Boston, MA Animation offers a potentially beneficial technology to facilitate the understanding of actions and prepositions depicted by graphic AAC symbols. This project aimed to study the effects of animation on the guessability, name agreement, and identification of the ALP Animated Graphics set in nondisabled preschoolers across three age groups (3-, 4-, and 5-year old children). In this session, we will give a synopsis of the literature, explain the methods, present results, and discuss implications. TH 9:30AM-10:30AM, Seminar 1 HR, CC/294 Research to Practice in Synthetic Speech in AAC Rajinder Koul, Texas Tech U Hlth Scis Ctr, Lubbock, TX; Ralf Schlosser, Northeastern U, Boston, MA Many individuals with little or no functional speech as a result of developmental disabilities use speech-generating devices that produce synthetic speech upon activation. The aim of this seminar is to review the research evidence on synthetic speech output in order to make it accessible to practicing clinicians. Specifically, we will review evidence on synthetic speech perception and the outcomes of using speech output on the acquisition of graphic symbols, spelling, requesting, and speech production. TH 11:00AM-12:00PM, Seminar 1 HR, CC/262 UNITTS: Universally Designed, No Brainer, Instructional Teaching Tools for All Students Emily Boyett, U of Oklahoma/Oklahoma Assistive Technology Ctr, Oklahoma City, OK; Stefanie Olson, U of Oklahoma/Oklahoma Assistive Technology Ctr, Tulsa, OK This presentation will provide you with ideas how to use various programs, such as Intellitools Classroom Suite, Boardmaker, and Microsoft PowerPoint, to create thematic-based instructional materials for your students with a variety of physical, cognitive, and speech-language abilities. Each attendee will receive a CD of the Ocean Unit, a thematic-based instructional unit we created in alignment with Oklahoma State Department of Education Curriculum Access Resource Guide (CARG). TH 9:30AM-10:30AM, Seminar 1 HR, CC/357 Augmented Input (PDAs/Smartphones) Enhances Memory, Organization, & Social Skills Yvonne Gillette, U of Akron, Akron, OH; Roberta DePompei, U of Akron, Akron, OH We share evidence-based protocols and detailed case studies, and review our evidence supporting the use of PDAs as augmented input to enhance memory and organization and social skills. The four-page protocol includes a memory and organization assessment, an intervention plan, a plan review, and a client selfassessment. It recommends knowledge and skills for interventionists. Case studies show applications of the protocol. Evidence from our needs assessment and the 105-subject study supporting the protocol will be shared. TH 1:00PM-3:00PM, Seminar 2 HR, CC/354 Research-Based Comprehensive Reading Intervention for Individuals Who Use AAC Karen Erickson, U of North Carolina – Chapel Hill, Chapel Hill, NC; Penelope Hatch, U of North Carolina – Chapel Hill, Chapel Hill, NC Individuals with complex communication needs face numerous challenges in learning to read with comprehension. Interventions that successfully address those challenges must systematically combined interventions that target their communication needs and literacy learning needs. In this presentation, work samples and videos will be used to describe a comprehensive approach to reading intervention that addresses all components of reading while building communication skills. ASHA 2009 x Exhibits & pro gr am sEssions guidE

Table of Contents for the Digital Edition of ASHA 2009 Convention Program

ASHA 2009 Convention Program
Contents
Convention Schedule-At-A-Glance
Convention Center Floor Plans
Commercial Exhibitors with Booth Numbers
Commercial Exhibitor Profiles
Career Fair Floor Plan
Career Fair Exhibitors with Booth Numbers
Career Fair Exhibitor Profiles
Short Courses
Audiology
Exhibitor Sessions
Speech-Language Pathology
Presenter Index
Notes
Submit Your Convention CEU's Online

ASHA 2009 Convention Program

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