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$49.00 USD

92% rating - reviews

0.25  ASHA CEUs

Functional AAC Assessment And Intervention Strategies For Individuals With Severe Disabilities In Schools And Other Settings #e191


Presenter: Stephen Calculator, PhD, CCC-SLP

Special considerations for conducting functional AAC assessments and subsequent interventions.


"I love that this course specifically addresses use and assessment of AAC for students with severe/multiple disabilities in the school setting."

– M.U., prior course participant

Read more comments about this course!

This online course highlights functional AAC assessment and intervention strategies that have been found to be highly useful in fostering communication, educational, and related skills in individuals with severe disabilities, including those described as beginning communicators. Reviewed will be limitations of standardized testing and viable alternatives consistent with the principles of authentic assessment.

Emphasis will be placed on the use of integrated models of service delivery and ecologically valid, evidence-based procedures such as natural supports, embedded goals, discipline-free objectives, skill clusters, and discrepancy analysis. Considerations guiding program content, including the setting of goals, will be explored. A simple, ecologically valid planning tool that pulls all this together will be illustrated. Overarching themes of the presentation will be participation, membership and inclusion.

Course is offered for 0.25 ASHA CEUs – 2.5 Contact Hours.

Course Overview & Run Time

Course Overview – Run Time: 2:41:55

  1. AAC applications for individuals with severe disabilities.
  2. Working definition of severe disabilities.
  3. Reasons for most effective methods of communication.
  4. Issues related to problems of generalization.
  5. Bridging to assessment implications.
  6. Communication Needs Model and related assessment procedures.
  7. Using functional assessment procedures to drive intervention.
  8. Framing functional assessment procedures relative to principles of authentic assessment.
  9. Considerations/reservations related to use of standardized tests.
  10. Examples of alternative measures.
  11. Tie back to participation model of AAC.
  12. Bridging to Intervention.
  13. Variables to consider when selecting targets of intervention.
  14. Considerations in selecting and prioritizing communication goals.
  15. Use of a matrix tool to foster integrated models of service delivery and measurement of functional outcomes.
  16. Need to shift to collaborative consultative models of service delivery.
  17. Ultimate goal of AAC programs.
  18. Documenting success outcomes.
  19. Final take-away messages.
"This course is extremely relevant to students that I work with, and the information is critical for student success.  Overall, this course was excellent. I am very grateful for the opportunity to participate in this course. Thank you to the speaker for sharing this invaluable information and sharing your insights."

– L.W., prior course participant

Read more comments about this course!

Content Disclosures

The content of this online CE course does not focus exclusively on any specific proprietary product or service. Presenter financial and non-financial disclosures may be found in the Presenter & Disclosures area.

Course Format

Video PowerPoint presentation with author narration & downloadable handout. Stop and re-start the course at any point. Learners retain access to course content after completion for ongoing reference and review.

Reviews

Comments From Prior Course Participants

"I feel like moving towards an integrative model for service delivery makes so much more sense than seeing children individually for all of our service minutes. I am with them for such a short period of time during their day. I liked the concept of asking parents what their dreams are for their children and incorporating that into their educational program. I also found the visual for the friendship circle interesting. Got me thinking about the students on my caseload and how scarce some of the most inner rings would be since they are primarily non-verbal and are emergent learners on the autism spectrum." C.R. (Dec. 2024)

"Examples of functional goals were helpful." K.H. (Nov. 2024)

"Discussion of the Matrix and thinking outside typical practices was beneficial." M.S. (Oct. 2024)

"Finding functionality in AAC beyond making requests was a helpful topic." J.U. (Sep. 2024)

"AAC intervention strategies were beneficial. I liked that the course covered both assessment and intervention." M.K. (Sep. 2024)

"All content was helpful. Self-directed study, very convenient." J.H. (Jul. 2024)

"The ideas about integrating disciplines to make functional goals for students that help them better access their entire learning environment. Engaging course and easy to access and follow. The examples helped to solidify the topics covered." N.T. (May. 2024)

"I felt the goal writing section and how to move through supports was very helpful. I liked that the course was easy to follow and the speaker provided detailed information about assessment." N.P. (May. 2024)

"I liked the topic of authentic assessment because I learned many useful strategies to better test my students' progress with their communication devices. I really also liked learning more about the idea of presumed competence because it is becoming such a popular subject amongst SLPs. The speaker had a very clear speaking voice and good pacing." C.C. (May. 2024)

"How to integrate AAC in the natural environment was beneficial. I liked the example situations and goals." C.G. (Mar. 2024)

"I liked the emphasis on making a decision and speedy implementation of AAC device. The course was well organized." L.M. (Mar. 2024)

"Variations for data collection was a beneficial topic discussed. Good handouts, references for later use." S.G. (Jan. 2024)

"I liked the discussion on goal setting and the broad range of information." K.H. (Dec. 2023)

"The suggestions for authentic assessment vs. relying on standardized or criterion-referenced measures were helpful. I liked the description of underlying principles for best practice in AAC assessment." K.M. (Dec. 2023)

"Very informative and presented in an organized and thorough manner. Overall overview on AAC was beneficial. I am not very familiar with this area, especially in the school setting, and a lot of the terminology was new, so I found this course extremely informative." E.W. (Dec. 2023)

"I appreciated the discussion of goal suggestions and alternative forms of service delivery. I also liked the collaborative approach." L.A. (Nov. 2023)

"The strategies for AAC implementation were beneficial. I liked the use of functional assessment." K.D. (Nov. 2023)

"I liked the focus on students with severe disabilities." M.M. (Nov. 2023)

"Use of skill clusters and ideas on how to implement them was helpful." C.H. (Nov. 2023)

"This course presented very practical information as to how to integrate communication across contexts in a functional manner for the user." V.A. (Nov. 2023)

"I liked the assessment criteria." K.A. (Nov. 2023)

"I found the goals samples to be the most beneficial for my daily practice." J.R. (Nov. 2023)

"Presenter was clear with great examples. I liked the matrix." A.J. (Nov. 2023)

"The importance of least dangerous assumptions and how it is vital that we not limit our client's abilities based on an assumption that's not proven correct." D.M. (Nov. 2023)

"Discussion of types of assessment was beneficial. I liked the examples." M.S. (Oct. 2023)

"I liked the application of the student's needs specifically, not just what the family wants to see them communicate." M.R. (Oct. 2023)

"The discipline-free goals and Criterion of Ultimate Functioning were beneficial to discuss. I liked that this course covered a lot of information at a reasonable depth." M.A. (Sep. 2023)

"The examples for each item were very valuable to understanding the new vocabulary. Dr. Calculator's extensive experience brought a depth of knowledge that was evident throughout the presentation." E.G. (Sep. 2023)

"Well-paced course with helpful examples." A.P. (Sep. 2023)

"Use of consultative model vs direct units was beneficial. I liked the visual supports and the presenter." M.C. (Jul. 2023)

"Clear and concise. Easy to follow along. Feature matching with AAC was beneficial." T.W. (Jun. 2023)

"Incorporating AAC into the student's school day. I liked that course was self-paced." L.P. (Jun. 2023)

"This was a good reminder to take into account the whole person and to move toward more functional goals that will benefit the patients in a variety of settings. I really enjoyed all the examples and case study-type scenarios that were embedded throughout." K.W. (May 2023)

"Useful information for my AAC students and easy to follow course." J.H. (May 2023)

"Discussion on what is realistic for families vs. what takes place in the therapy room. I liked how comprehensive this course was." M.B. (May 2023)

"Discussing ultimate goals was beneficial. Functional course." S.W. (May 2023)

"I liked the functional goals and team approach to targeting goals." K.B. (Apr. 2023)

"Friendships as a goal really expanded my social skills concepts with AAC. I liked the overall collaborative approach." M.V. (Apr. 2023)

"I appreciated the time spent on authentic assessment. The presenter held my attention and gave real-world examples." A.H. (Mar. 2023)

"Evaluating across multiple settings during the day. Keeping communication options, both low and high-tech available and honoring requests." B.R. (Feb. 2023)

"I liked the research that showed how the degree of disability did not correlate with the amount of services/supports needed/given. I liked the actual examples of cases that demonstrated the material presented." A.D. (Jan. 2023)

"I liked the real-life examples. Skill clusters and natural supports were beneficial." L.O. (Dec. 2022)

"Information was presented clearly. The matrix procedure was very helpful and can easily be applied to my daily practice." M.M. (Dec. 2022)

"Clear examples on how to implement with a team." B.W. (Dec. 2022)

"I loved all the content. Everything was super applicable to my setting." L.S. (Nov. 2022)

"This course was very enlightening in considering the needs of our students in all areas of life." M.B. (Oct. 2022)

"The collaboration with other professionals was good." M.W. (Oct. 2022)

"I liked all of the course content." T.G. (Sept. 2022)

"I liked the amount of content covered and issues addressed." J.S. (Sept. 2022)

"I would recommend this course." A.A. (Aug. 2022)

"The examples of working with other team members were helpful and addressing peers for motivation." S.V. (Jul. 2022)

"Professor Calculator is a joy to listen to and learn from. He is easy to follow and understand. The entire review of ecological assessment, peer supports, person centered planning, and other topics will enhance my ability to recommend and design treatment that is the most far reaching and meaningful for clients and their families." D.B. (Jun. 2022)

"I liked everything about this course. Incredible knowledge and practice of the presenter." E.G. (Jun. 2022)

"Clear presentation of valuable material. Good reminders for AAC goal development." N.F. (Jun. 2022)

"I liked the goals creation and integration of AAC. And that I was able to take it in a self-determined time." K.A. (May 2022)

"The presenter was very knowledgeable. I liked the idea of use of natural supports to encourage and reinforce communication efforts. I also found the Matrix Procedure very interesting and useful. Learning about integrating AAC throughout the day and having the SLP consult regarding recognizing and facilitating natural communications for persons using AAC." S.C. (Mar. 2022)

"Informative for breaking tasks down into more than just requesting. I like how he teaches the SLP to include all professionals when setting up goals/objectives for various tasks on the device." D.B. (Mar. 2022)

"The presenter provided thorough and concise information covering a wide range of instruction. I liked the use of discrepancy analysis for goals, use of natural supports, and integrated objectives." E.M. (Feb. 2022)

"The matrix was helpful with generalization of device use, and I liked the emphasis on presuming competence." C.N. (Jan. 2022)

"I liked the non-standardized assessment for AAC users, and the real-life examples." A.B. (Jan. 2022)

“I love that it specifically addresses use and assessment of AAC for students with severe/multiple disabilities in the school setting.” M.U. (Jan. 2022)

Course Objectives

At course conclusion, participants will be able to:
  1. List special considerations associated with conducting functional AAC assessments and subsequent interventions involving individuals of all ages with severe disabilities.
  2. List a variety of ecologically valid AAC assessment procedures that reflect principles of authentic assessment.
  3. Describe how to link AAC assessment procedures to curriculum planning, with an emphasis on functional skills that foster self-determination.
  4. Describe how to tie AAC intervention procedures to overarching themes of interaction, participation and inclusion.
  5. Describe how to use a matrix procedure to integrate communication and other related skills into the broader curriculum.

Presenter & Disclosures

Dr. Stephen Calculator, PhD, CCC-SLP


Dr. Stephen Calculator, PhD, CCC-SLP, is an Emeritus Professor in the Department of Communication Sciences and Disorders at the University of New Hampshire as well as a communication/educational consultant in private practice in Dover, NH.   Since earning his doctorate in Communicative Disorders from the University of Wisconsin-Madison in 1980, Stephen has published and lectured extensively in the areas of augmentative and alternative communication (AAC) and inclusive services for individuals with severe disabilities, drawing upon his ongoing experiences as a consultant to numerous schools and other agencies in the USA and beyond. He has authored and edited four books and more than 50 other publication and has presented his work at well over 100 national and international conferences. His greatest contributions have been devoted to enhancing our understanding of the role communication and assistive technology can play in fostering the participation of individuals with severe disabilities in their communities.

Speaker Disclosures:

Financial — Stephen Calculator is a presenter of online CE courses offered by Northern Speech Services; receives royalty payments.

Nonfinancial — Stephen Calculator has no relevant nonfinancial disclosures.

Intended Audience / Accreditation

Intended Audience/Accreditation
asha ce approved provider

This program is offered for 0.25 ASHA CEUs (Intermediate Level; Professional Area).

Intended Audience

  • Speech-Language Pathologists

ASHA CEUs: NSS online courses are registered with ASHA and are offered for ASHA CEUs. The number of ASHA CEUs is noted above. Note that 0.1 ASHA CEU = 1 contact hour = equals 1 CEE.

ASHA CE Registry: During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

ASHA CEUs: Attendees must meet at least one of the following conditions in order to be eligible to earn ASHA CEUs:

  • Current ASHA Member
  • ASHA Certificate of Clinical Competence (CCC) Holder
  • Licensed by a state or provincial regulatory agency to practice speech-language pathology (SLP) or audiology
  • Credentialed by a state regulatory agency to practice SLP or audiology
  • Credentialed by a national regulatory agency to practice SLP or audiology
  • Engaged in a Clinical Fellowship under the supervision of an individual with their ASHA CCC
  • Currently enrolled in a master's or doctoral program in SLP or audiology

If an attendee is not an ASHA member or CCC holder but meets any of the above criteria, they may inform the ASHA CE Registry of their eligibility by visiting this site.

Licensing Boards: Most state licensing boards DO accept CEUs earned online (usually classified as home-study credits). Some state boards do, however, place a limit to the number of credits that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any credit limits related to home-study courses prior to registering for this course.

Additional accrediting agencies by which Northern Speech is an approved CE provider:

  • California: NSS is approved as a provider of continuing education by the California Speech-Language Pathology & Audiology Board. Provider #PDP4. Online CEU limits may apply; please contact SLPAHADB for current online CEU acceptance policies.
  • Iowa: NSS is approved as a provider of continuing education by the Iowa Board of Speech Pathology and Audiology Examiners. Provider #169.
  • Kansas: NSS is approved as a provider of continuing education by the Kansas Department of Health and Environment. Provider #LTS-S0005.
  • Florida: NSS is approved as a provider of continuing education by the Florida Speech-Language Pathology and Audiology Board. Provider #SPA-026.
  • New Jersey: NSS is approved as a provider of continuing education by the New Jersey Department of Education. Provider #1654.

Frequently Asked Questions

Online Course FAQ — Click Here

Customer Support: Please phone 888.337.3866 or email info@northernspeech.com.

Course Completion Timeframe:

You have unlimited time to complete our online courses. You may log off and log on as often as you’d like to in order to complete all sections of a course.

However, completion dates are based on Eastern Standard Time. Therefore, if you need your CEUs by a certain date, be sure to complete the course test before 11:59pm EST on that date. For example, if you need CEUs before January 1st, you will need to complete the course test before 11:59pm EST on December 31st.

Content Access:

Access to course materials and content does not expire, even after completing the post test. You may continue to review course material by logging into your NSS account, clicking the My Online Courses tab, and then viewing your desired course.

Certificate of Completion:

On successful completion of the post test (80%), a certificate will be immediately available for download and/or printing. This certificate will include your name, date of completion (based on Eastern Time Zone, USA/Canada), and number of contact hours (CEUs / CEEs). Please note that CEUs are awarded on the date of successful test completion, not the date of course enrollment. Please ensure that you successfully complete the post test prior to any licensure renewal dates.

ASHA CE Registry Submission:

During the enrollment process, if you select to receive ASHA credit for this course and if you provide your ASHA number, NSS will automatically submit your CEU information to the ASHA CE Registry after successful course completion (80% on post test). This submission happens once per month, during the first week of the month. For example, if you complete your course on November 7th, NSS will submit all November online course CEUs to ASHA during the first week of December. When ASHA inputs the information into their database, they will mark the course as completed on the last day of the month in which it was completed, so November 30th using this example. The certificate of completion available for you to print immediately, however, will reflect the actual completion date, November 7th in this example. Due to ASHA processing procedures please allow 2-3 weeks, from the submission date, for the course to appear on your ASHA transcript.

Purchase Orders:

Purchase orders are currently not accepted for online orders, if you wish to submit a purchase order please do so at info@northernspeech.com or fax to 888-696-9655.

What is an Online Course?

Our Online Courses consist of video, audio, and/or text content and are offered for ASHA CEUs. Unlike a webinar, which requires participants to be logged on and at a computer at specific times, our Online Courses are available to you at any time, from any device, via your NorthernSpeech.com online account. You may work at your own pace and start and stop your course as you wish. Your course will conclude with a short post test. On successful completion of the post test (>80%), a printable certificate of completion is presented to you.

Receiving CEUs:

Northern Speech is an ASHA CE Provider and our online courses are registered with ASHA and offered for ASHA CEUs. Please note that successful completion of the online post test is required prior to the awarding of CEUs. Please contact your state licensing board for acceptance policies related to CEUs earned online. Please note that courses offered for university students are not applicable for CEUs.

Registering for an online course:

You may browse all online courses by clicking the Continuing Education tab above, then Online Courses. Once you find a course, click Enroll Now, and you will be asked to either log into your existing Northern Speech account or create a new online account. Once you’ve entered your account information and provided your credit card payment, your course will be immediately available to you.

Accessing your purchased course or returning to a purchased course:

You will be able to access your online course by logging into your Northern Speech account and then clicking the My Online Courses tab on your profile screen. Click the course you would like to start or to resume. From there, proceed through the course sections until you are ready to complete the post test. You do not have to complete your course all at once. You may log on and off as you wish.

Testing requirements:

Each online course concludes with a post test consisting of multiple choice or true & false questions. Scores of 80% or greater are required for successful course completion and awarding of CEUs. You may revisit course materials and retest as needed to achieve a passing score.

Number of CEUs offered:

We offer courses from 1 to 21 contact hours. Each course will note the number of CEUs offered. Please note that 0.1 CEU = 1 contact hour = 1 CEE.

State licensing boards and online CEUs:

NSS is an ASHA CE Provider and most state licensing boards DO accept ASHA CEUs earned online (usually classified as home-study credits). Some boards do, however, place a limit to the number of CEUs that can be earned via home study/online courses. For the most current information, we suggest that you contact your licensing board or agency to verify acceptance policies and/or any CEU limits related to home-study courses prior to enrolling in an online course.

Course formats:

Our course formats include: text, audio, video, and PowerPoint with author narration. Each course will note the format on the course description page. Most courses include closed captioning.

Course handouts:

Most of our online courses provide a link to download the accompanying handout as a PDF file. 

Group discounts:

Groups of 3 or more are eligible for a 20% discount on each registration on most of our online courses. To receive this discount, registrations need to be processed together via the "Group Rates" tab on the Online Course of your choice.

Computer requirements:

For our online courses to function best, we recommend that you update your computer to include the newest version of your Internet browser (Safari, Chrome, Firefox, Edge, Internet Explorer, etc.) and newest version of your computer's operating system. Also a high-speed Internet connection is recommended (cable or DSL). Speakers or headphones will be required for many of our courses as many contain audio components.

Course Cancellation Policy:

A purchased online course can be exchanged, refunded, or transferred to another individual if contact is made with NSS (via phone or email) within 30 days of purchase and the course materials have not been viewed or downloaded. 

Special Needs:

Please click here for any special needs requests, and we will do our best to accommodate them. 

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