There is a rapidly growing body of research that demonstrates the positive effects of augmentative and alternative communication
(AAC) intervention on the communication of children and adults with complex communication needs. Despite the positive impact
of many AAC interventions, however, many individuals with complex communication needs continue to experience serious challenges
participating in educational, vocational, healthcare, and community environments. In this paper, we apply the framework
proposed by the International Classifi cation of Functioning, Disability and Health (ICF) to illustrate the need to re-think AAC
intervention to improve outcomes for individuals with complex communication needs, and to foster a new generation of intervention
research that will provide a solid foundation for improved services. Specifi cally, the paper emphasizes the need to take a
more holistic view of communication intervention and highlights the following key principles to guide AAC intervention and
research: (a) build on the individual ' s strengths and focus on the integration of skills to maximize communication, (b) focus on
the individual ' s participation in real-world contexts, (c) address psychosocial factors as well as skills, and (d) attend to extrinsic
environmental factors as well as intrinsic factors related to the individual who requires AAC.
"Thasya Lumingkewas, 8, has autism and thrives at Maple Wood Elementary School in Somersworth, NH. The school has implemented Response to Intervention (RtI), Positive Behavioral Interventions and Supports (PBIS) and Universal Design for Learning (UDL). This film highlights the power of presuming competence, differentiated instruction and augmentative and alternative communication."
Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards. Spread the word about IC! [7 Jan 2014]. Connecting With Students Through Check-In/Check-Out. This version of Check-In/Check-Out can be used during a single 30- to 90-minute classroom period.
"The Tots 'n Tech Research Institute (TnT) is an inter-university collaboration between Thomas Jefferson University (TJU), Philadelphia and Arizona State University (ASU), Tempe. TnT's mission is to provide up-to-date information and resources about adaptations, including assistive technology, to use with infants and toddlers for states, Early Intervention providers of all disciplines, and families across the country. In order to achieve this mission, TnT provides technical assistance to states to help them enhance the use of adaptations with infants and toddlers and conducts a national research program about use of adaptations and assistive technology (AT)"
This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including infants, toddlers, preschoolers. The website provides:
Step-by-step guidelines for early interv
This website provides guidelines for early intervention to maximize the language and communication development of young children with special needs including infants, toddlers, preschoolers. The website provides: Step-by-step guidelines for early interven
"The Diagnostic Implementation and Dashboard System (DIDs) was developed for educators to better understand and then apply effective technology solutions aligned with evidence-based writing interventions."
"Social Stories
Why should I do it:
Helps teach students routines, expectations, and behavioral standards in an alternative way
Reinforces correct behavior
Information presented in a story format
Provides visual examples of behavior expectations
Provides a more personalized and tailored behavioral intervention
Helps involve students in the learning process
Works well with students on the autism spectrum and those with ADD/ADHD"
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI) takes the research that shows which practices improve the social-emotional outcomes for young children with, or at risk for, delays or disabilities and creates FR
Augmentative Communication
and Early Intervention
Myths and Realities
MaryAnn Romski, PhD, CCC-SLP; Rose A. Sevcik, PhD
The use of augmentative and alternative communication (AAC) services and supports with infants
and young children has been limited, owing to a number of myths about the appropriateness of
AAC use with this population. This article will provide an overview of some of the myths that
have hampered the inclusion of AAC into early Intervention service delivery and refutes them. It
will then examine some of the realities that must be considered when delivering AAC services
and supports to young children
Write the sight word on a whiteboard or make it with magnetic letters. ... Talk about tall and short letters in the word (e.g. "and" has two short letters .... Have students close their eyes and visualize the word. ...
"The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
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"GPAT has developed resources to assist educational teams in the implementation and integration of assistive technology into instructional activities. These resources address the development of assistive technology intervention plans and technology enhanced lesson plans. Sample lesson plans related to state educational standards are also available. These lesson plans include set-up and follow-up activities for each lesson.
Tutorials, technology tips, and supplemental materials are also provided."
"This Wiki site has been created to help teachers working with students with disabilities (SWD) in the math and science classroom settings. There are different pages for you to browse with various pieces of information and resources. Some pages are specific to intervention practices while other pages are specific to strategies, standards, and best practices."
"Resources for AAC Strategies and Tools (RAST) is a compilation of tools and strategies to assist teams in providing collaborative services in line with clinical knowledge and researched practices. RAST's purpose is to provide teams with concise user-friendly resources for organizing, teaching, and building teams that support users of AAC. Intervention supporting users of assistive technologies is a dynamic process (King, Baroody & Haymes, 1998; Beukelman & Mirenda,1992)."