Live classes & 12 months of access to recordings
CMH, Certificate Provided
Multimedia, hands-on learning experience
Online classroom community
Loads of resources!
Data that works for you
Learn how to ditch the data collection 'box' and find strategies that compliment your educational or intervention approach.
Support meaningful progress
Is your data collection grind holding you (and your students) back? Level-up your strategies to support meaningful and measurable progress.
Upon completion of each part of this series, learners will attain the following objectives and use a combination of assessment methods to determine growth across objectives.
Session 1: Framing the Data Question & Creating a Plan
Session 2: Developing & Using Data Collection Tools
- Determine times that data collection/analysis is needed in order to effectively serve a person using AAC.
- Describe at least 2 differences between quantitative and qualitative d ta collection in AAC.
- List at least 4 ways in which data can be collected in measuring AAC effectiveness.
- Give an example of long-term and short-term data collected in AAC Service provision.
- Give examples of at least 3 types of data collection and their use in AAC.
- Describe the process of interviewing a student using the resource, “Hey Can I try that?”
- Evaluate a data tool for effective and efficient components.
Session 3: Data Specific to AAC
- Utilize researched-based expressive communication tools such as the Communication Matrix to determine the communicative function and behavior utilized by at least one student/person who is described as an emergent or early communicator.
- Describe two characteristics of AAC data tools that rely upon language sampling.
- Describe two characteristics of AAC data tools that measure specific language skills.
Session 4: Data Specific to AAC & Literacy
- Utilize researched-based reading tools such as the Protocol for Accommodations in Reading to determine the effectiveness of reading supports for at least one student/person who is described as an emergent or early communicator.
- Describe two characteristics of literacy data tools that rely upon the collection of artifacts.
- Describe two characteristics of literacy data tools that measure specific reading and/or writing skills.
Session 5: Analyzing & Learning from the Data
- Analyze a data set and create a chart or graph to demonstrate the outcome of AAC tool effectiveness and service provision.
- List at least 3 factors that impact the reliability of data collection.
- Utilize the course content to collect a set of data that informs decision-making for AAC products or services in a local case.
Continuing Education Credit
This series offers eligible students a total of
7.5 certification maintenance hours (CMH)
7.5 certification maintenance hours (CMH)
Learn more about CMH/PDH (versus CEU's or continuing education units) on your course syllabus and on our CEU Page. All learners are encouraged to confirm that this course meets the requirements of their licensing board before purchasing.
Meet the instructor
Kelly Fonner, MS is a self-employed consultant and trainer in assistive and educational technology. She has a BS in Special Education from Millersville University and an MS in Educational Technology with an emphasis in Rehabilitation/Special Education Technology from The Johns Hopkins University. Her continuing education and research have been in Adult Education and Special Education Technology at the University of Wisconsin – Milwaukee. She holds an Assistive Technology Applications Certificate of Learning from California State University - Northridge.
Kelly has been a teacher, para-educator, instructional media specialist, assistive technology specialist, and education consultant, and is currently a self-employed consultant in assistive technology and is an online teacher and IEP member of students with complex communication and learning needs. She has worked for a statewide AT project on several federal AT-related grants and has been an instructor in university courses on AT. Kelly is also a family member of individuals with physical challenges and with Asperger's. She is a leadership member of QIAT & the WI AAC Network, & a co-author of two QIAT books.
For over 35 years, Kelly has presented at schools, conferences, & to families across the US, and internationally in Australia, Brazil, Canada, and South Africa. She speaks on a wide range of topics, including assisted writing, augmentative communication, computer access, electronic literacy, study skills, assistive technology assessment, and implementation strategies. Each year, she works with approximately 20 school-based teams supporting students and the implementation of AAC & electronic literacy implementation in the classroom.
Kelly is available to do seminars, webinars, consultations, and workshops. Her website is www.kellyfonner.com.
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