Considerations for Design and Implementation of AAC for Clients with CVI

Speech Language Pathology: Continuing Education Courses by SLP NerdcastCourse Title: Considerations for Design and Implementation of AAC for Clients with CVIGet 0.1 ASHA CEUs and view the full course landing page: https://www.slpnerdcast.com/courses/considerations-for-design-and-implementation-of-aac-for-clients-with-cvi-abje0169 Earning Speech-Language Pathology CEUs Online is Simplified with SLP Nerdcast.On SLP Nerdcast you’ll find SLP Continuing Education Courses, Masterclasses and Clinical Resources.To learn more about our services visit ▶ https://bit.ly/SLPNERDCASTTo learn more about our membership and save 10% on your first year of membership visit ▶ https://bit.ly/SLPNerdcastMembership use code “YouTubeNerd” to save.Learning Objectives:The 10 characteristics and 3 Phases of CVIReasons clinicians should consider prelinguistic and/or presymbolic communication when planning AAC for clients who have been diagnosed with CVIImportant considerations when using aided AAC symbols with clients who have been diagnosed with CVIReferences & Resources:Perkins school for the blind: https://www.perkins.org/perkins-academy/?gad_source=1&gad_campaignid=21901933384#coursesPrevious episode of Chris and Jen: https://courses.slpnerdcast.com/courses/AAC-considerations-for-students-with-CVI-abje0148 Symbolic formation: https://doi.org/10.1177/1354067X13500327Susan Bruce:  Congenital DeafBlindness and the Struggle for Symbolism: https://www.tandfonline.com/doi/abs/10.1080/10349120500252882Other works by Susan Bruce: https://www.bc.edu/bc-web/schools/lynch-school/faculty-research/faculty-directory/susan-bruce.htmlDr. Bashinsky (Bashinski) have studies on symbolism and intentional communication actsInformation on promising practices, practice based evidence and evidence based practice: https://ncuih.org/ebp-pbe/ Matt Tietjen: what’s the complexity sequence: https://pcvis.vision/educators-and-therapists/the-whats-the-complexity-framework/Pediatric cortical visual society website: https://pcvis.vision/ great example written by a parent of a child with CVI that shows the process of developing from calendar/object system to more advanced symbol system  https://www.pathstoliteracy.org/transitioning-object-schedule-system-photos-child-cvi/Anthony, T. (1997). Adapted version of Koenig and Holbrook's Sensory Channel Form. https://cms-pattan-live.ae-admin.com/getmedia/cae8b6e3-e958-43ba-90ad-f4e11000ee7f/6russpm_devfunctroutinesBrady, N. C., & Bashinski, S. M. (2008). Increasing communication in children with concurrent vision and hearing loss. Research and Practice for Persons with Severe Disabilities, 33(1-2), 59-70.Bruce, S. M. (2003). The importance of shared communication forms. Journal of Visual Impairment & Blindness, 97(2), 106-109.Bruce, S. M. (2005). The impact of congenital deafblindness on the struggle to symbolism. International Journal of Disability, Development and Education, 52(3), 233-251. https://doi.org/10.1080/10349120500252882Bruce, S. M., Mann, A., Jones, C., & Gavin, M. (2007). Gestures expressed by children who are congenitally deaf-blind: Topography, rate, and function. Journal of Visual Impairment & Blindness, 101(10), 637-652.Bruce, S. M., & Vargas, C. (2007). Intentional communication acts expressed by children with severe disabilities in high-rate contexts. Augmentative and Alternative Communication, 23(4), 300-311. https://doi.org/10.1080/07434610601179960Malloy, P. (2008). The path to symbolism. Practice Perspectives - Highlighting Information on Deaf-Blindness, 3. National Consortium on Deaf-Blindness.Pizzo, L., & Bruce, S. M. (2010). Language and play in students with multiple disabilities and visual impairments or deaf-blindness. Journal of Visual Impairment & Blindness, 104(5), 287-297.Russell, C. (2020). Supporting availability for learning: Student-centered biobehavioral assessment and intervention for children and youth with deafblindness/multiple disabilities. VIDBE-Q, 65(2), 56-72.Russell, C. (2024). Assessment of biobehavioral states: Supporting availability for learning for students with multiple disabilities including deaf-blindness & profound intellectual & multiple disabilities. New York Deaf-Blind Collaborative.