OLAACinWVBTTPart3-v23hrWVBTT

Long-perceived as a last resort intervention, augmentative and alternative communication (AAC) is now understood as an important component of a practitioner’s toolkit for supporting communication, language, and social-emotional development in young children including infants and toddlers.  The ubiquitous nature of technology has prompted development of tools and resources that make it easier than ever to access and implement a wide range of communication tools, from paper-based to technology-based, to support both receptive and expressive language development and foster high-quality interactions between children and their caregivers.   This session will provide an overview of best practices in AAC implementation, unpack myths related to AAC (including AAC and EI), and provide practitioners a starting place for selecting, using, and supporting families to use AAC in routines and interactions across their day.  Participants will engage in interactive activities to unpack their belief systems around AAC, and explore basic communication tools, organization and functions. Qualitative evaluation tools will be introduced to aid the development of IFSP outcomes related to use of AAC.   This session is the third in a 3 part series to inform practitioners of the characteristics of AAC tools and strategies that support the natural language development process, expand understanding about the flexible nature of AAC as a “tool for for many”, and inspire appreciation of the discovery of a child’s authentic voice through AAC. Participants will:  - list 4 ways that AAC supports interactions between children and their caregivers.   - describe 3 characteristics of an aided language system that fosters receptive and expressive access to language.   - describe 3 strategies to support families to establish effective interaction habits with AAC. 

1.1.j. Improves understanding of child growth and development through ongoing review of current research and observation of children 1.3.d. Creates an environment and daily schedule that encourages trust and social interaction with other children and adults 1.7.e. Engages children in activities to support the development of play and problem solving skills 1.8.d. Promotes an environment where children are encouraged to listen and communicate with others 2.1.d. Recognizes and acknowledges that culture, language, socioeconomic factors, support systems, and special needs may influence how nurture their children families  2.1.l. Engages in respectful, goal-oriented partnerships with families to promote parent-child relationships and family well-being 2.2.g. Seeks input and collaboration from all family members, including fathers, grandparents, and others 2.3.h. Uses coaching or consultation strategies with parents and other primary caregivers to teach intentionally designed instruction and to promote positive adult-child interactions 4.1.a. Knows and honors the beliefs, values and traditions of all children and their families 4.1.b. Seeks information from families regarding effective strategies to support individual children 4.2.a. Plans, implements, and adapts a supportive learning environment that promotes children’s safety, positive interactions and behaviors 4.2.l. Supports the practice of inclusion with typically developmental peers when inclusive practice would best meet the needs of the child 4.3.i. Supports children in communicating their thoughts and emotions with peers and adults in ways that help them feel competent 4.3.j. Teaches children effective and socially appropriate ways to meet their wants and needs

This session is Part 3 of a 3 part series: AAC in WV Birth to Three - Part 1: Introduction to AAC for Communication, Language and Learning AAC in WV Birth to Three - Part 2: AAC Tools, Strategies & Access Modalities AAC in WV Birth to Three - Part 3: AAC Implementation in Action

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