Conducting AAC and Social Skills Intervention Using Teletherapy Webinar
Wednesday, August 12th 3:00 – 4:00 PM CST
Course Type: Live Webinar
Working on Assistive and Alternative Communication (AAC) devices and social skills can feel daunting in a teletherapy world but it doesn’t have to. The key to success here is picking therapeutic techniques that will work well in remote settings. We’ll show you how to share tablet screens to facilitate social interaction, facilitate aided-language input, and use core vocabulary for students from preschool to high school. We’ll also dive into active listening skills for family- and teacher-centered practice and we’ll tackle issues of device abandonment and how to deal with them.
This course is offered for 0.1 ASHA CEUs
(Introductory Level, Professional Area)
Communication gains can be made when speech-language intervention is provided remotely with changes to how sessions are planned, how materials are organized, and how intervention is undertaken. In this workshop, we focus on key skills to transition professionals over to successfully providing Assistive and Alternative Communication and Social Skills Intervention remotely.
While it is true that some therapeutic techniques do not work in remote settings, several research-based strategies not only continue to improve communication in virtual settings but enhance communication because of their highly interactive nature and increased parent involvement. This presentation covers how to conduct family-centered AAC and social skills intervention.
Evidenced-based practices for Assistive and Alternative Communication and Social Skills intervention that work virtually and in-person will be discussed. The participants will be able to share tablet screens with applications that facilitate social interaction, facilitate aided-language input and systematic use of core-vocabulary age-appropriate activities for pre-school through high school levels. Best practices for family coaching will be discussed for in-person and virtual learning.
Participants will learn Family-Centered Skills, such as the Evidenced-Based LAFF Strategy (Listen, ask questions, focus on the issues, find a first-step). Mandak, K., Light, J., & McNaughton, D. (2020). This research, based on school-based speech language pathologists in Pennsylvania, teach active-listening skills for family and teacher centered practice. Device abandonment is one of the greatest challenges SLPs face in the school setting. Strategies for increased buy-in from teachers and parents will be reviewed.
Family-centered practice can be implemented through relationship building, understanding family priorities, and flexible service-delivery scheduling. Clients may benefit from phone call check-ins, teletherapy, family coaching, sibling participation, student interest surveys, and/or referral to appropriate social services and support staff.
Participants will be able to:
• Identify 3 evidenced-based AAC and Social Skills Intervention routines that can easily shift from in-person learning to teletherapy
• Facilitate aided-language input using teletherapy
• Build meaningful relationships with families and clients through active listening.
• Utilize interactive technology tools to increase client and family engagement
FINANCIAL: Laura Finkel, M.S., CCC-SLP is an employee of Bilinguistics and receives a salary. Bilinguistics receives royalty payments for online courses.
NON-FINANCIAL DISCLOSURE: Laura Finkel does not have any non-financial relationships to disclose.
2 minutes–Introductions and disclosures
5 minutes–Speech-Language Pathologists successes and concerns with Teletherapy
10 minutes–Addressing AAC and Social Skills routines that can easily shift from in-person learning to teletherapy
10 minutes– Facilitate aided-language input through age-appropriate activities across the lifespan.
10 minutes– Family Coaching
20 minutes– Utilize interactive technology tools to increase client and family engagement
3 minutes- Closing