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Funded 2 Year Graduate Student Positions in AAC Available at PennState University
Kelly Fonner
3/21/2018 11:22 PM
The AAC Collaboration Project at Penn State (under U.S. Department of Education grant H325K170130) will prepare speech language pathologists and special education teachers to provide evidence-based services for children who have complex communication needs (e.g., children of all ages with autism, CP, TBI, multiple disabilities, etc.).
This grant will cover tuition costs and assist with living expenses for the 2-year program at the University Park campus of Penn State (State College, PA). This is a full-time graduate program involving both coursework and practicum experiences.
For individuals who would like more information, please visit http://aac.psu.edu/?p=3866 or email David McNaughton at dbm2@psu.edu.
They welcome individuals with a passion for AAC who are interested in becoming either special education teachers or speech language pathologists.
PennState has been a longtime leader in the AAC research field - 2 of the websites that I utilize from them quite often are:
- PennState Early Intervention, AAC & Literacy - better known as PSU AAC kids - http://aackids.psu.edu/
- PennState maintains the website for the AAC-RERCs - Rehabilitation Engineering Research Centers (RERCs) at - http://aac-rerc.psu.edu/
these RERC include the State of the Research Science on AAC and you'll see specific reports on Adults with Aphasia, and currently developing technologies in access methodologies such as brain wave access and others. You'll see videos, research presentations, be able to download conference papers and more!
Speech-Language Pathologist,Educator,Parent/Family Member,Researcher,Intervention Strategies,access
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Teachers:
Many teachers require their college students in communication disorders or child development classes to complete a Communication Matrix online. Please have your students use the Test Drive site for this purpose. You may ask them to print out the Profile and Communication Skills List as proof of their work.
Statement A
My child doesn't seem to have real control over his body yet.
The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
Statement B
My child has control over her own behaviors, but she doesn't use them to try to communicate to me.
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
Statement C
My child clearly tries to communicate his needs to me through gestures, sounds or language.
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
- Gestures such as pointing, shaking his head, tugging at my arm or looking back and forth between me and what he wants
- Sounds such as squealing to show you he wants something or fussing when he doesn't want something
- Language or symbolic forms of communication such as speech, written words, Braille, picture symbols, 3-dimensional symbols or sign language
Does this statement describe your child?
How to score your child
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
Mastered
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
Emerging
– Does this inconsistently
–
Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Tips on Communication Devices
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging