SLP Nerdcast

Leading Change in Continuing Education

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2
Complete Podcast Course: Developing Competency in Self-Advocacy Skills for Complex Communicators
Complete 6 Self-Report Questions Specific to Learner Outcomes
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"Thank you for making this excellent, research-based learning opportunity that is both extremely accessible and affordable. This is the best kind of PD: it’s one hour at a time so I can learn and then have time to synthesize and apply. It provides information I can apply to my practice immediately; and I can listen and learn while I drive, fold laundry, etc. thanks for the research and resources!"
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Meet your Instructors

Amanda Hobson, MS, CCC-SLP

Amanda is a Massachusetts licensed, ASHA certified speech-language pathologist with a B.A. in Speech-Language Pathology and Audiology from Iona University and M.S. in Speech-Language Pathology from Northeastern University. Amanda has experience working in private practice, home health care, and school settings. She currently practices at a collaborative school as both a direct clinician and speech therapy department head. Her specialized interest in augmentative and alternative communication (AAC) and language development has led her to gain advanced knowledge in AAC communication systems and alternative access. Amanda lives in Swampscott, Massachusetts with her husband and 2-year old daughter.

SLP/BCBA; SLP Kate Grandbois (she/her) & Amy Wonkka (she/her)

Kate and Amy are co-founders of SLP Nerdcast. Kate is a dually certified SLP / BCBA who works primarily as an "AAC Specialist." She owns a private practice with a focus on interdisciplinary collaboration, augmentative alternative communication intervention and assessment, and consultation. Amy is an SLP who also works as an "AAC Specialist" in a public school setting. Amy's primary interests are AAC, typical language development, motor speech, phonology, data collection, collaboration, coaching, and communication partner training and support.
Speaker Disclosures
Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.
Amy is an employee of a public school system and co-founder for SLP Nerdcast
Amanda works for and receives a salary from a public school system. Amanda received an honorarium for participation in this course.
Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
Amanda is a member of ASHA and SIG 12

References & Resources

Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138. 

Burkhart, L., Mussel White, C. (2001). Can We Chat? Co-Planned Sequenced Social Scripts. Litchfield Park: Special Communications. 

Finke, E. H., Davis, J. M., Benedict, M., Goga, L., Kelly, J., Palumbo, L., . . . Waters, S. (2017). Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 26(1), 81-98. doi:10.1044/2016_ajslp-14-0187 

Geist, L., & Erickson, K. (2022). Robust Receptive Vocabulary Instruction for Students With Significant Cognitive Disabilities Who Use AAC. TEACHING Exceptional Children, 54(4), 296–304. 

Hartmann, A & Sheldon, E. (2019). Just Ask: What we can learn from AAC users. [Blog post] Sheldon, E., & Hartmann, A. How to be an AAC supporter - AssistiveWare. https://www.assistiveware.com/learn-aac/how-can-i-help-be-an-aac-supporter Karimi, L. (2024, February 9). Erika Fundelius - Department of Educational and Counselling Psychology, and Special Education. Department of Educational and Counselling Psychology, and Special Education. https://ecps.educ.ubc.ca/erika-fundelius/ 

Light, J., & Mcnaughton, D. (2015). Designing AAC research and intervention to improve outcomes for individuals with complex communication needs. Augmentative and Alternative Communication, 31(2), 85-96. 

Hayden, N. K., Bradshaw, J., Hayward, S., Murphy, J., Boa, S., Eden, V., Mischo, S., Pampoulo, E., Macrae, A.-M., Reid, J., Darvell, C., Lauer, N., Mundt, I., Clark, L., Nagawa, M., Duner, A., and Talking Mats Research Network (2023). Summary of Talking Mats Studies. 

Sam, A., & AFIRM Team. (2015). Social narratives. Chapel Hill, NC: National Professional Development Center on Autism Spectrum Disorder, FPG Child Development Center, University of North Carolina. 

Samuelsson, J., Holmer, E., Johnels, J. Å., Palmqvist, L., Heimann, M., Reichenberg, M., & Thunberg, G. (2024). My point of view: Students with intellectual and communicative disabilities express their views on speech and reading using Talking Mats. British Journal of Learning Disabilities, 52, 23–35. https://doi.org/10.1111/bld.12543 

Singer, B.D., & Morgensen Jennifer. (2021). Getting students to Self-Advocacy—Step by step. In ASHA LeaderLive. https://doi.org/10.1044/leader.ftr1.26082021.32

Taub, D., Wakeman, S., Saunders, A., Thurlow, M. L., & Lazarus, S. S. (2019). Using the least dangerous assumption in educational decisions (TIPS Series: Tip #6). Minneapolis, MN: University of Minnesota, TIES Center. 

Walker, H. M., Calkins, C., Wehmeyer, M. L., Walker, L., Bacon, A., Palmer, S. B., ... & Johnson, D. R. (2011). A social-ecological approach to promote self-determination. Exceptionality, 19(1), 6-18. 

Wehmeyer, M. L. (2005). Self-determination and individuals with severe disabilities: Re-examining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30(3), 113-120. 

Witkowski D., Baker B. (2012). Addressing the content vocabulary with core: Theory and practice for non-literate or emerging literate students. Perspectives on Augmentative and Alternative Communication, 21, 74–81. 

Wood, W. M., Fowler, C. H., Uphold, N., & Test, D. W. (2005). A review of self-determination interventions with individuals with severe disabilities. Research and Practice for Persons with Severe Disabilities, 30(3), 121-146. 

Van Tatenhove G. (2009). Building language competence with students using AAC devices: Six challenges. Perspectives on Augmentative and Alternative Communication, 18, 38–47.

Communication Bill of Rights - https://www.asha.org/njc/communication-bill-of-rights 

Course Details
Course Number

ABJE0153

When

Available on demand

Where

Listen to this course on your favorite podcast player, on our YouTube channel, or using the video above.

Transcript Available

A transcript may be available for this course.
Click here to visit our blog and read the transcript. Email [email protected] for transcript help or accessibility needs.

Course Disclosure
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Disclaimer
  • The contents of this course are not meant to replace clinical advice. SLP Nerdcast hosts and guests do not endorse specific products or procedures unless otherwise specified.
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