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Trevor AAC Training

I.W. Evans Intermediate / Bonham ISD 074903

Lesson · Related services

AAC PD and coaching

SLPs, OT, PT, and the diagnostician take this track too. Add the AAC professional development you have completed — or note that you are starting here — then write a one-page coaching plan you will actually run next week.

What to add

  • Live ASHA CE: full attendance. PRC ASHA form before the session ends. No partial credit.
  • Own Learning Journey or ableU account — do not share logins.
  • Add AAC PD from the last three years. If you have none yet, write that down so the team can plan.
  • ableU certificate: finish the assessment at 80% or higher.
  • A coaching plan names what you will do in the next sessions — not ‘continue current.’

0/20 cells on this device

Person3-year AAC PDAAC highlightedStarting hereLearning JourneyCoaching plan
FCSSA SLP
FCSSA OT
FCSSA PT
FCSSA Diagnostician

Suggested Learning Journey

Own account. Catalog: aaclearningjourney.com · PRC AAC Training · ASHA CEU rules · Coaching Corner

Access Methods for TouchChatAccess Methods for PRC-Saltillo AppsGetting Ready to Read OverviewMounting Basics for AACALP for AAC (OT access proficiency)

ableU (AbleNet PD)

Webinars for a completion certificate (80% on the assessment). ASHA CEUs if you opt in on the form.

  • ableU is AbleNet’s free professional development. Register, watch (live or on-demand), pass the assessment at 80% or higher, then opt in if you want ASHA CEUs filed.
  • Related services go first. Teachers and aides may sit in — especially Implementing AAC in the Classroom.
  • If you are not in the ASHA CE Registry, download the certificate and submit it yourself.
  • Missing or old certificates: email customerservice@ablenetinc.com. Add @ablenetinc.com as a safe sender.

ableU home · Full catalog · Certificate FAQ

Implementing the use of AAC in the classroom and school1 hour · 0.1 ASHA CEU. Best ableU start for Evans staff.Using AAC during circle timeCircle / morning meeting. Run it on HIS TouchChat.AAC and collaboration in the classroomSLP + teacher. Same partner script.One, Two, Three — AAC at school (MTSS + core)Core-word classroom implementation. Keep HIS WordPower file.Refining AAC modelingPartner skill. Pairs with Say–Hit–Wait–Honor.AAC as a tool for feelings, regulation, and problem solvingSTOP / BREAK / HELP / HURT on HIS homepage.When AAC use looks different (refusal, stimming)Do not take the device. Honor autonomy.Core vocabulary instructional approachCore on HIS home. Do not add a separate core file.Embedding AAC in daily routinesArrival through dismissal — same as Across the day.The importance of multimodal communicationHonor button, look, vocal, head shake. TouchChat stays the voice.Literacy instruction with AACRead-alouds on HIS WordPower. Pictello may preview.Connecting with young learners with autism through AAC — Part 1Modeling and early communication. HIS file only.Connecting with young learners with autism through AAC — Part 2Regulation, two-way communication, cueing without hand-over-hand.Evolving access to high-tech AACOT + SLP. Access methods stay with AbleNet — not a classroom experiment.Fostering IEP and staff commitment to AACPrincipal, district, teacher. Having a device is not implementation.Reverse the curse: abandonment and prompt-dependencyModel. Wait. Do not hand-over-hand.5-C model of communication (team collaboration)IEP / team talk. Not a vocab swap.Getting started: funding a speech device (SLP only)Funding knowledge — not campus implementation proof, and not a reason to swap apps.

More ableU courses, Learning Journey, TouchChat docs, and YouTube playlists are on Go train.

Coaching plan for next week

Each related-service person writes what will be different in the next sessions with Trevor. Stored on this device — print it if you want a paper copy.

Required headings

  1. Current gap with Trevor this week (access, modeling, functions, travel).
  2. What will be different in the next 5 sessions — named, not ‘continue current.’
  3. Functions targeted: comment, protest, greet, choose, ask, report pain — not only requesting.
  4. Classroom coaching minutes: who you will watch, which block, what you will model with them.
  5. Device access / seating / travel notes for OT/PT; HIS file only for SLP; AAC conditions of testing for diagnostician.
  6. How we will know it worked by next Friday (in-reach, models, wait, honored attempts — not minutes in a bag).

FCSSA SLP

Therapy uses HIS TouchChat file. Goals in functions (comment, protest, greet, choose, ask, report pain) — not only requesting. Classroom coaching that changes next week’s sessions. No AAC-free pull-out.

FCSSA OT

Access, keyguard, positioning. Handwriting is not the academic output. Name what seating and access you will try next week — with AbleNet if the access method would change.

FCSSA PT

Device travels. Seating keeps the QuickTalker in reach in every therapy space. Name how the device moves with him.

FCSSA Diagnostician

Scores taken without reliable AAC do not measure language. Testing includes the device in reach, HIS file, and a ten-second wait. Write those conditions into the plan.

Previous: CertificatesBack to the course

Trevor AAC Training for Trevor Rivard · Lessons include official AbleTeams, PRC-Saltillo, and Language Lab how-tos · Training only — no student records