AAC, Literacy & the SLP

AACES Conference 2023 Session

Play, Mobility, and Access to Activity; Supporting the Development of Augmentative Communication in the Very Young Child

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The young child’s ability to participate and “engage” in real activity must be supported for communication to develop. The young child needs to play, to move, and to interact with activity with communication, not deal with communication in isolation. All of us involved in supporting young children who will need augmentative communication to express themselves must recognize that their personal play and mobility experiences are critical to that use. Today we will explore these issues especially as they relate to the development of language itself, and laying a foundation for the use of AAC devices and strategies. Meaningful activity (intentional independent activity engagement) is directly impacted by the child’s receptive language, her/his visual motor perception, her/his language processing, her/his mobility and current postural development and postural control and her/his current sensory processing. Seating and mobility are vital to task engagement, but for the very young child, these must be fluid, changing, and exciting. This workshop will focus on how we can create these learning opportunities.


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  • Natural & engaging webinar
  • Full year of on-demand access
  • CMH/PDH Certificate 
  • Online classroom community 
  • Links to resources

Experiences to talk about.  

Learn how a young child's access to activities is essential to communication development.  
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Integration of skills.

Gain tools to integrate fluid, accessible, and exciting activity into your AAC intervention.  
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What You'll Learn

 As a result of attending this webinar, participants will be able to:

1. Identify 10 Core, non-picture producing words which can be used in daily activities and “acted out” with the child to support the development of receptive language.
2. Define the term “mobility” within the context of task engagement and communication development
3. Identify at least 2 alternative methods of access which can be modeled within activity when playing with the child.
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Continuing Education Credit

This course offers eligible students a total of
2 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.  
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Meet YOUR instructors

Karen M. Kangas, OTR/L 

Karen is currently in private practice, within which she continues to treat both children and adults directly, provides consultation to local school teacher/therapy teams and their students, as well as provides education through clinical workshops. She is currently writing and developing a course study on Seating, Mobility, and Access, as well as completing a book on seating, access, and powered mobility.
She has worked as an OT since 1973 in many and varied settings including the school system, early intervention programs, home health, rehabilitation centers, and long-term care facilities. In 1985 she was invited to develop programs to support inclusion and increased independence through the use of seating and access with assistive technology through the PA Board of Education, Bureau of Special Education, PA’s Assistive Device Center. In 1990 she was invited to initiate an Assistive Technology Assessment Program at Pennsylvania State University’s Hershey Medical Center in Rehabilitation.
She has been actively teaching since 1985 on Seating and Positioning; Sensory Processing and Sensory Integration as it relates to Seating for Function; Alternative Access and Powered Mobility; Assessment and Integration of Assistive Technology all over the USA , as well as in Canada, Sweden, Israel, Ireland, Scotland, the United Kingdom and New Zealand. She teaches a summer graduate course on Pediatric Seating at Misericordia University in PA.
Patrick Jones - Course author
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