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Session Code: 1794
Title: An Effective AAC Training for Special Education Teachers Based in a Low-Resource Country
Day: Saturday, November 14, 2015 Time: 4:00 PM - 5:00 PM
Location: Hyatt Regency Denver Room: Capital Ballroom 4 & Corridor
Session Format: Seminar 1-hour PDH(s): 1 Hrs


Presenter(s) (click the names to view bios and disclosures):
Nimisha Muttiah, Pennsylvania St U (presenting author) |View Advance Handout |No Final Presentation Uploaded
Kathryn Drager, Pennsylvania St U (presenting author) |No Advance Handout Uploaded |No Final Presentation Uploaded
David McNaughton, Pennsylvania St U |No Advance Handout Uploaded |No Final Presentation Uploaded
Kruthagna Nadini Perera, U of Kelaniya |No Advance Handout Uploaded |No Final Presentation Uploaded


Abstract:
This study evaluated an AAC training program for special education teachers living in a low-resource country. Following the training all nine special education teachers increased the number of evocative communication opportunities provided to students with CCN. This training could have positive impacts on the implementation of AAC training globally.


Session Chair: N/A
Speech-Language Pathology Topic Area: Augmentative and Alternative Communication (AAC)
Instructional Level:
Introductory Instruction at the Introductory Level of difficulty is generally intended for professionals with novice experience in the content area. Material presented is based on fundamental principles or concepts that are fairly well known and regularly applied. Often this level of training is intended to be a prerequisite to successive, more difficult topics offered at the Intermediate Level. At times, experienced professionals might be advised to take this training for review or in preparation for more advanced level training. Introductory level can also be used to describe course content related to new or emerging areas of practice.
Abstract Type: Research Submission
Learner Outcomes:
Learner Outcome 1: Describe major elements of the study design
Learner Outcome 2: Discuss the authors’ conclusions
Learner Outcome 3: Identify possible implications for practice
   

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