• Assignments:

    Due for Class 2:  11/5/13
    • Introduce yourself to the class.  Post on our introductions page.
    • Read:  Gail VanTatenhove's handout provided in class, can also be found here (and click "ok" to open the PDF file)
    • Read:  ASHA information on AAC, reading 1 and reading 2
    •  Respond to blog post about the readings.  Be sure to answer the questions and comment on your classmates' posts.
    Due for Class 3:  11/19/13
    • Read ASHA articles provided in class:
    • Finn, P., Bothe, A., & Bramlett, R. (2005).  Science and pseudoscience in communication disorders:  Criteria and application.  American Journal of Speech-Language Pathology, 14, 172-186.  Retrieved from:  http://ajslp.asha.org/cgi/content/abstract/14/3/172
    • Drager, K. (2009).  Aided modeling interventions for children with autism spectrum disorders who require AAC.   Perspectives on Augmentative and Alternative Communication vol. 18 no. 4 114-120 Retrieved from:  div12perspectives.asha.org/content/18/4/114.full
    • Read the SETT framework article (Ready, SETT, Go, it is the second article under the "SETT Framework Publications" heading) you can it on the web here
    • Read the ASHA position statement on facilitated communication found here
    • View at least one additional video suggested on the blog site and respond to the blog questions
       
    Due for Class 4:  12/3/13
    • Read ASHA journal articles provided in class:
      • Nelson Bryen, D., Chung, Y., & Lever, S. (2010).  What you might not find in a typical transition plan!  Some important lessons from adults who rely on augmentative and alternative communication.  Perspectives on Augmentative and Alternative Communication June 2010 19:32-40; doi:10.1044/aac19.2.32
      • Witkowski, D., & Baker, B. (2009).  Addressing the content vocabulary with core:  Theory and practice for nonliterate or emerging literate students.   Perspectives on Augmentative and Alternative Communication September 2012 21:74-81; doi:10.1044/aac21.3.74
    • Read ASHA Leader article provided in class, or here on the ASHA website
    • Read the FAQ and Student Success Stories section of the Penn State website
    • Respond to the blog questions about the assigned reading and online content
     
     
    Due for Class 5:  12/17/13
    • Read ASHA articles provided in class:
      • Van Tatenhove, G.  (2009).  Building language competence with students using AAC devices:  Six challenges.  Perspectives on Augmentative and Alternative Communication vol. 18 no. 2 38-47 doi: 10.1044/aac18.2.38
      • Finch, A., & Scherz, J. (2008).  Tips for developing literacy for users of AAC.  Perspectives on Augmentative and Alternative Communication June 2008 vol. 17 no. 2 78-83.  doi: 10.1044/aac17.2.78
    • Post to the blog after reading the assigned articles
    •  Select either Project or Video assignment and complete your selected assignment.  Project/Video assignment should be completed and brought to class or emailed to me before 3:45 on 12/17/13
       
      PROJECT
      Using a hypothetical student or students, fill out the following forms and then email them to me or print and bring to class.  The purpose of this assignment is to integrate what you have learned throughout the course and apply it to a real, classroom-based situation.  The hope is that the use of core vocabulary, aided language stimulation, and descriptive teaching methods will become easier and more automatic with repeated practice. 
       
      1.  Student information form (use this to describe your hypothetical student or students)
      2.  Activity planning form (planning aided language stimulation from a communication partner for a selected activity)
      3.  Descriptive teaching planning form here, or use Gail VanTatenhove's form instead
       
      VIDEO 
       1.  Select an AAC-RERC webcast to view. 
      2.  View the webcast and take the quiz (if an option)
      3.  Write a brief (1-2 paragraph) response to the webcast, being sure to include:
                        -what you liked about the webcast
                        -what you didn't like about the webcast
                        -who this webcast might be helpful for (if anyone)
       
     After Class 5: 
    •  Take anonymous feedback survey about the course