2012 ATIA Webinar Series
Teaching Core Vocabulary to Students with Severe Intellectual Disabilities
Thursday, July 19: 3:30 p.m. - 5:00
p.m. Eastern time
Presenter: Gail M. Van Tatenhove, Speech-Language Pathologist, Gail M. Van Tatenhove, PA
This webinar tackles the issue of selecting, teaching, and using core vocabulary with students with severe intellectual disabilities. A pragmatic approach for selecting core words is presented, along with a recommended list of core vocabulary words appropriate for this population. Both indirect and direct strategies for teaching and using core vocabulary on a daily basis will be provided. Intervention topics to be covered include consistent focus on a small set of core; exposing students to core through Aided Language Stimulation, environmental engineering, and descriptive talking; implementing motor learning; and providing direct cognitive-linguistic training on target vocabulary. This webinar assumes people are familiar with the topic of core vocabulary and AAC systems, such as manual communication boards.
Gail VanTatenhove is a graduate of the University of Wisconsin-Eau Claire (1977) with a degree in Communicative Disorders. Her professional experiences include clinical work in a self-contained special education center for children, birth to 21, and as an augmentative and alternative communication (AAC) specialist on a state-wide evaluation team. Currently, Ms. Van Tatenhove is in private practice specializing in AAC with children in a variety of educational programs and with severely challenged adults in vocational and community settings. She is also employed by Semantic Compaction Systems (Pittsburgh, Pennsylvania) as a clinical specialist in the development and use of Minspeak systems. Ms. Van Tatenhove is a member of the American Speech-Language-Hearing Association (ASHA), Florida Speech-Language-Hearing Association, International Society for Augmentative and Alternative Communication, and United States Society for Augmentative and Alternative Communication. She is currently serving on the Steering Committee for ASHA Special Interest Group 12 (AAC) for 2011-2013.
As a result of this activity, participants will be able to:
1. I can describe the process of descriptive talking as a strategy to use core vocabulary instead of extended vocabulary in activity-based instruction.
2. I can list two parameters for teaching core vocabulary through motor patterns.
3. I can explain the process of using life experiences to build word-picture association.
This activity is offered for up to 0.2 CEUs (1.5 hours of instruction).
To register for CEUs, click on the link below to download the Evaluation and Learning Assessment Form, complete the form, and save the file using this file name model:
Then send the file as an email attachment to firstname.lastname@example.org. If any difficulty is encountered in using this form, write to email@example.com to request an alternative file format. In the body of the email, include:Name
Assistive Technology Role (SLP, OT, family, etc.)
State (if USA), Province (if Canada), or other country
Certificates are sent as .pdf email attachments.