• What skills to teach
• How to teach these skills
• Videotaped examples of instruction with learners with special needs

T: Talk about it!

A: Ask open-ended questions

A: Acknowledge or Answer

P: Propel the conversation forward or make a Prediction

(wash and repeat)

New and Improved! A collection of FREE, easy-to-read, and accessible books on a wide range of topics. Each book can be speech-enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Select a book from the extensive (multilingual) collection, or create your own!

Have your adolescent engage in doing the laundry. Use this helpful core board with relevant laundry fringe to support the process! Print out and laminate (or put in a clear plastic sleeve) to protect from wet laundry.

Unlike many AAC assessments that focus primarily on the student's skills, the CSI-CY examines the entire communication environment and identifies supports and barriers that affect successful communication.

Unlike tools that focus on a specific diagnosis or AAC device, the AACP examines how well an individual uses AAC across a continuum of skill development and helps clinicians identify next instructional steps. It is appropriate for children and many individuals with developmental disabilities who use AAC.

Unlike many AAC assessments that focus on isolate skills, the TALC examines real communication interactions and helps clinicians analyze how a student communicates across activities, partners, and environments.

The TECEL is a criterion-referenced and standardized assessment designed to evaluate early communication and emerging language skills, particularly in infants, toddlers, and individuals with significant language delays. It was developed by Mary Blake Huer and Lynda Miller and is a revision of the well-known Nonspeech Test.

For AAC evaluators, the TECEL is especially valuable because it can be administered to:

• Verbal communicators

• Nonverbal communicators

• Emerging communicators

• Individuals who communicate through AAC or other nonspeech modalities

The Social Networks Communication Inventory is an assessment and intervention-planning tool developed by Sarah Blackstone and Mary Hunt Berg. It is designed to help teams understand who a person communicates with, how they communicate with different partners, and what supports are needed to improve participation across environments.

Unlike many AAC assessments that focus primarily on the student's communication skills, Social Networks focuses on the relationship between the communicator and their communication partners. It examines communication across the individual's social world and helps identify where AAC supports, partner training, and environmental modifications may be needed.

Unlike traditional language tests, the Communication Matrix was specifically created for individuals who:

• Are non-speaking or minimally speaking

• Use AAC, gestures, vocalizations, eye gaze, body movements, or other nontraditional communication forms

• Have severe communication disabilities

• Are at pre-symbolic, emerging symbolic, or early language stages