MONDAY, March 17, 2003: Choose ONE of 10 full day (6 hr) workshops
TUESDAY, March 18, 2003: Choose ONE of 10 full day (6 hr) workshops

Come Early... Learn More!

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
A) Single Switch Interfaces: Start to Finish

This workshop will present the anatomy and characteristics of a single switch, while discussing "what it means to be connected." The functionality of a single switch, including use with various scanning arrays, computer access, and robot control will be presented in a hands-on fashion. At the conclusion of this session, attendees will have learned the theory, mechanics, interfacing, and mastery of single switch usage. Participants will learn to identify and describe the anatomy and characteristics of a single switch, list and detail the steps from learning to use and subsequent mastery of a single switch, identify and define functional uses of a single switch, and describe a process associated with identifying an anatomic location for single switch placement.

Corinna (Cori) E. Lathan, PhD, is President and CEO of AnthroTronix, Inc. In College Park, MD, a rehabilitation engineering research and development company. She is also a principal investigator in the Home Care and Telerehabilitation Technologies Center at the National Rehabilitation Hospital in Washington, DC, and an adjunct associate professor of engineering at the University of Maryland in College Park, MD. Dr. Lathan has been involved in research related to advanced human-technology interfaces for over ten years and her diverse background includes extensive research, teaching, and consulting. Dr. Lathan received her BA in biopsychology and mathematics from Swarthmore College in Swarthmore, PA, and an SM in aeronautics and astronautics and a PhD in neuroscience from MIT in Cambridge, MA.

Patricia Ourand, MS, CCC-SLP holds a Master's degree in Speech Pathology from Loyola College in Baltimore, MD, as well as a Master's degree in Technology for Special Education & Rehabilitation from the Johns Hopkins University in Baltimore, MD. She is currently the president of Associated Speech & Language Services, Inc., a speech-language pathology practice, serving the Baltimore/Washington area, and specializing in augmentative and alternative communication (AAC). She is one of 15 speech-language pathologists from around the country serving on the Medicare Implementation Team (MIT), an ad-hoc professional group charged with facilitating coverage of AAC devices through Medicare. She is licensed as a speech-language pathologist in the state of Maryland, and is a certified member of the American Speech-Language & Hearing Association.

Amy Brisben, Senior Biomedical Engineer, AnthroTronix, Inc.

Anna Lockerd, Biomedical Engineer, AnthroTronix, Inc.

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
B) Achieving Web Accessibility with Section 508

This course on accessibility of the World Wide Web will provide a detailed overview of the Section 508 Web Accessibility standards and will also discuss the Web Content Accessibility Guidelines from the W3C. Attendees in this hands-on course will gain a working definition of accessibility, learning specific techniques for accessible design plus tools and techniques for evaluating accessibility. Participants will learn to state a working definition of accessibility and explain the purpose of accessible design, identify the 16 Section 508 requirements for Internet and Intranet Accessibility, recognize accessibility barriers confronting people with disabilities when they use the Web, apply specific techniques for accessible design, and use automated tools as part of accessibility evaluation.

Jim Thatcher, Ph.D., received one of the first PhDs in Computer Science. His research was in the area of mathematical computer science. He developed one of the first screen readers for DOS which became IBM Screen Reader (and the phrase became generic). After that, he led the development of IBM Screen Reader/2 for OS/2 which was the first screen reader for the graphical user interface on the PC. Dr. Thatcher led the effort to establish the IBM accessibility guidelines specifically for use by IBM's development community. He wrote the course on Web Accessibility for Section 508 for ITTATC, the Information Technology Technical Assistance and Training Center, which was funded to support Section 508.

John Slatin, PhD, is the founding Director of the Institute for Technology and Learning at the University of Texas at Austin. Slatin, who is visually impaired, has been involved with accessibility issues since 1985, when he received a grant to develop software for visually impaired students in the University's first computer-based writing class. Dr. Slatin is Vice President of the Board of Directors of VSA Arts of Texas, a statewide organization that works with groups throughout Texas and the United States to make cultural events and facilities accessible to people with disabilities. Slatin is a member of the World Wide Web Consortium's Web Content Accessibility Guidelines Working Group.

Jim Allan, PhD, has worked in the field of assistive technology and accessible information access for over 24 years. He is a member of the World Wide Web Consortium-Web Accessibility Initiative's (W3C-WAI). Jim is currently a member of the User Agent Working Group. He has also been a member of the Authoring Tools and Education and Outreach working groups. He chaired the Texas Education Agency Computer Network Study Project-Accessibility Subcommittee. This committee produced a comprehensive guide for accessible multimedia and web-based textbook design and delivery.

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
C) iMac: Exploring Accessibility Features and Creating (Accessible) Digital Video

This workshop will provide a hands-on exploration of accessibility features of the iMac computer. The session will explore resources available on the Internet and work with iMovie to create accessible digital video. Participants will learn about built in accessibility features of the iMac computer, learn about technology resources available for people with disabilities, and learn to create a short iMovie with digital video, audio, and text.

Jane D. Steelman, EdD, is an assistant professor of Instructional Technology at North Carolina State University. She teaches courses such as "Multimedia Design & Applications in K-12 Instruction," "Internet Applications & Web design in K12 Settings," "Program and Staff Development in Instructional Technology," "Instructional Design," and "Computer Applications & Curriculum Integration in K-12 Instruction." She has worked for over fifteen years in public and private schools as a teacher and administrator. Dr. Steelman received her EdD in 1990 from North Carolina State University in Instructional Technology and began work as the Associate Director for Technology at the Center for Literacy and Disability Studies at the University of North Carolina at Chapel Hill.

Alan R. Foley, PhD, is an assistant professor of Instructional Technology at North Carolina State University. He teaches courses on web accessibility and usability, multimedia production, instructional design, and video production. Alan received his PhD from the University of Wisconsin-Madison, where he had the opportunity to work on the implementation of that university's web accessibility policy. Alan has presented research papers, workshops, and consulted nationally and internationally on issues of web accessibility, design, and web-mediated instruction. Prior to obtaining his PhD, Alan was a high school English teacher and a professional web developer.

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
D) Achieving Communicative Competence! Supporting Struggling AAC Users Through Communication Circles, Conversations, and Curriculum

This workshop offers practical strategies for supporting struggling AAC users in four areas of communicative competence outlined by Janice Light: operational skills, social skills, linguistic skills, and strategic skills. Throughout the day, ideas will be demonstrated for using “Communication Circles” (well-trained peer partners) to provide additional support. Participants will: learn to identify categories of social scripts and be able to list a social script for each agenda (social skills); learn to work in teams to create social scripts, including key components attention getter, starter, maintainers, etc.; (social skills); learn to describe strategies for helping students use switch to access their devices (operational skills); learn to create a barrier communication task or interview, targeting specific linguistic skills; learn to describe light tech strategies for supporting AAC users strategic skills; and learn to use the information provided to select a candidate who is an appropriate candidate for development of a communication circle and will identify two goals for that student/circle.

Caroline Musselwhite, PhD, is an assistive technology specialist with more than 25 years of experience working with children and adolescents with severe disabilities in a variety of settings including ,Head Start, developmental day programs, and the public schools. She has also taught courses at several universities including, Northeastern University, West Virginia University, and Western Carolina University. Dr. Musselwhite has authored a number of textbooks and "how-to" books on a range of topics, including: Can We Chat (with Linda Burkhart), Emergent Literacy Success, Communication Programming for Persons with Severe Handicaps, Reading Activities Project for Older Students (R.A.P.S.), Adaptive Play, and Mini-Grants and Volunteers. Dr. Musselwhite is a founding member of the Board of Directors for the International Society for Augmentative and Alternative Communication.

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
E) Overview of Assistive Technology

This workshop presentation will give an overview of assistive technology (AT) in its broadest terms to include an array of subtopics within AT: legislation/funding; team building and collaboration; "The Fundamental Assessment Process"; leadership; importance of low-tech, light-tech and high-tech options; AT trends; assessment; resources; and of course, areas of assistive technology devices. This workshop is meant for persons new to the field of AT and new to the CSUN "Technology and Persons with Disabilities" conference. Participants will: learn to identify and describe current and past legislation that has affected AT procurement; identify and describe important aspects of team building and collaboration in an AT Team; learn about the 10 steps of the Fundamental Assessment Process (FAP); learn key features of each of the following: AAC, computer access, AT for LD/cognitive, AT for sensory disabilities, seating, positioning, mobility, lo-tech devices, EADLs, and recreational adaptations.

Harry (Bud) Rizer, EdD, ATP, is Director of the Center on Disabilities at CSUN. He was formerly the Director of the T.K. Martin Center on Technology and Disability at Mississippi State University and the Coordinator of the Technology Resource Office at the Maryland Rehabilitation Center in Baltimore. Dr. Rizer taught computer and adaptive technology courses for over ten years at The Johns Hopkins University where he received his doctorial degree. He has been involved in the field of rehabilitation for 26 years and assistive technology for over 20 years. He is a long time member of RESNA and is certified as an Assistive Technology Practitioner. Dr. Rizer has presented extensively throughout the United States and abroad.

Kirk Behnke, MS, ATP is the Training Coordinator for the Center on Disabilities. He is responsible for design, development, and delivery of all training workshops and opportunities, including the Assistive Technology Applications Certificate Program (ATACP). He coordinates and administers the summer ATACP workshops, closed ATACP workshops, privately contracted training programs, the "Symposium Series on Assistive Technology," and new training programs for the future. He is a graduate of Trenton State College (aka The College of New Jersey) with a Bachelor's of Science Degree in Biology/Pre-Medicine. He completed his Master's in Education from Temple University in Philadelphia, and graduated in May 1998. He has also earned a credential from RESNA, making him an "Assistive Technology Practitioner.”

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
F) The Assistive Technology Assessment Process

This preconference workshop will walk participants through the process of putting together or refining their current assistive technology assessment process. This 10-step process begins at the intake and is completed with the development of an implementation plan and strategies for follow-up. Participants will: learn about the 10 steps of the Fundamental Assessment Process; become capable of independently using and explaining how to use a minimum of one assessment tool in the AT assessment process; compare and contrast their current assessment process in reflection of information gained; and learn strategies for obtaining AT for the trial portion of the assessment process.

Kelly S. Fonner, MS, has been working with individuals with disabilities since the mid 70s. She has consulted to university and adult programs concerning access to computers by persons with disabilities. She has a BS in Special Education, and an MS in Educational Technology, and is currently working towards her PhD in Urban Education. Kelly is an associate lecturer at the University of Wisconsin-Milwaukee in both the Occupational Therapy and Exceptional Education departments and has taught at The Johns Hopkins University in Baltimore, MD.

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
G) Speech Recognition from Alpha to Zulu: Exploring the Tough Questions

This intermediate workshop will focus on improving overall user outcomes in the use of speech recognition by first exploring current products and accessories and then moving into an examination of strategies for successful use by people with various disabilities: from dysarthria, to low vision, to learning disabilities. The presenters will draw from their years of experience with this technology to present real-life examples along with guidelines for appropriate assessment, equipment recommendations, training, locating resources, and troubleshooting. Participants will learn: to specify minimum computer hardware requirements and describe available accessories for speech recognition software; understand key elements in the assessment of potential users of speech recognition and identify potential barriers to success; describe the issues involved in working with people with orthopedic, speech, and sensory disabilities and speech recognition; describe the issues involved in working with people with various cognitive disabilities and speech recognition; and identify special strategies that can be helpful in the various training methods and techniques.

Ray Grott, MA, ATP, has been coordinating and co-directing the Rehabilitation Engineering Technology (RET) Project at San Francisco State University since 1992. Originally from Cleveland, Ohio and earning a BA in History from the University of Rochester in 1972, Ray accumulated an extensive background in industrial and mechanical maintenance, construction, and custom fabrication before beginning to work with assistive technology at SFSU, eventually earning a Master’s Degree in RET. He is certified by RESNA as an Assistive Technology Practitioner (ATP).

Paul Schwartz, MS, ATP, CPE, is a Rehabilitation Engineer and the Technology Services Coordinator for the Stout Vocational Rehabilitation Institute (SVRI) at the University of Wisconsin-Stout. Paul received a BS in Civil Engineering from Penn State University and an MS in Industrial and Systems Engineering from Ohio University. Paul's thesis involved researching the design interface for the TouchTalker, an augmentative communication device. He is a RESNA certified Assistive Technology Practitioner (ATP) and a Certified Professional Ergonomist (CPE). Mr. Schwartz is the past chair of RESNA's Special Interest Group in Job Accommodations and Employment Issues and is a current member of RESNA's Professional Standards Board.

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
H) Assistive Technology Solutions that Work for Individuals with Learning and Cognitive Disabilities

This workshop is targeted for professionals who provide support for individuals with learning or cognitive disabilities and need to make recommendations of equipment and implementation strategies. This session will examine a variety of aspects of learning disabilities and offer participants a framework with which they will be able to provide assistive technology support both in remediating and accommodating individual’s learning differences. Participants will learn about the continuum of low tech to high tech solutions that will assist students with organizing, studying, and completing elementary and secondary level worksheets that involve fill-in-the-blank, short answer, essay, and/or multiple choice, as well as technology that will assist in the guided reading, self-selected silent reading, working with words, and writing.

Scott Marfilius has been working with individuals with disabilities for the past 20 years. The past 14 years has involved implementing assistive technology at various levels, first within an integrated classroom as a classroom teacher, then implementing a district wide system change within a public school system by assisting their district wide team. He also consults with individuals and businesses to determine adaptations that are needed in work place settings. Scott's focus areas in assistive technology include computer access and technologies that assist those with cognitive and learning disabilities.

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
I) Developing a Comprehensive Postsecondary Assistive Technology Program

Using the nationally recognized model of AT services developed at Oregon State University, participants will explore in a very interactive session, the complex process of developing a comprehensive assistive technology program design for the entire campus community. Participants will: develop an understanding of and be able to describe the complexities involved in postsecondary program development; develop an understanding of and be able to describe the implementation of universal design principles and practices as applicable to post secondary, and that should be included in post secondary assistive technology programs and services; will develop and demonstrate skills and techniques to conduct a comprehensive technology audit; and will develop an understanding and be able to describe the legal requirements and the development of institutional policy in regards to assistive technology programs and services.

Ron Stewart is the founding Director of the Northwest Center for Technology Access at Oregon State University. Ron has worked in the field of Educational Technology for over 20 years, and for the last seven years as the Director of the Technology Access Program at Oregon State University. Ron has established a program at OSU focused on access to educational technology for adult learners that has become a national model. Ron's expertise is in the area of computer access and distance education program development, with and emphasis on the implementation of the principles of Universal Design in the postsecondary educational environment. Ron consults extensively with postsecondary educational systems on: the development of fully accessible technology environments; systemic and institutional culture change; and universally accessible building and program design.

Monday, March 17, 2003 ~ 9:00 AM - 4:30 PM
J) Outcome Measurement for Assistive Technology-Moving Forward

This instructional course will provide information on the fundamentals as well as recent advances in outcome measurement for assistive technology. The focus will be on applications to enhance both evidence-based practice and program evaluation for AT service providers. Participants will learn to: understand the limits, opportunities, and challenges of outcome measurement; decide efficiently when and where outcome measurement would be needed to support their clinical practice, evaluation, or research; select the most appropriate tools and techniques to address their needs for functional, psychosocial, and quality of life; measurement communicate effectively the results from outcome measurement; and develop practical strategies for managing outcome-relevant information.

Frank DeRuyter, PhD, is from Duke University Medical Center. He is Chief of the Division of Speech Pathology & Audiology and Associate Clinical Professor in the Department of Surgery. In addition, he is (1) Principal Investigator of the NIDRR funded RERC on Communication Enhancement and (2) Principal Investigator of the NIDRR funded Consortium for Assistive Technology Outcomes Research.

Jeffrey W. Jutai, PhD, C.Psych., is Associate Professor in the School of Occupational Therapy at the University of Western Ontario. He is a Member Investigator in the Canadian Stroke Network where he is researching the psychosocial and quality-of-life impact of assistive device use by stroke survivors. Dr. Jutai is also Research Program Manager for the Consortium for Assistive Technology Outcomes Research (funded by NIDRR). He is Director of the Psychosocial Evaluation Research & Development Team of Ontario Rehab Technology Consortium. Dr. Jutai is Board member of RESNA and Editor-in-Chief of the journal, Assistive Technology.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
K) Exploring Features and Functionality of Accommodations for the Visually Impaired

This workshop will provide attendees with an overview of currently available technologies for persons with vision impairment. Attendees will learn to identify and contrast features of a wide range of equipment and learn about multiple resources within the field. Demonstrations and hands-on exploration will allow attendees to understand a wide scope of accommodations. Participants will be able to: list and describe currently available technologies for persons with vision impairment for all age ranges; compare and contrast features and methods of accessing information without normal vision; explore, then compare, contrast, and apply the features of computer access, electronic travel aids, as well as electronic aides to daily living, to accommodations needed by individuals with visual impairments; and identify at least 10 technologies and resources for acquisition of low-to-high technology accommodations.

Leah Vickery is a professional AT trainer employed by the California State University Northridge, Center on Disabilities. After graduating from Ball State University, with a degree in Psychological Science, Counseling, and Computer Science, Leah began her own business as an independent consultant while working as the coordinator for the Adaptive Computer Technology Program at Ball State University. She has been Co-President of the Indiana Association on Higher Education and Disability, Vice President of Audio Description International, and Chairperson for the Electronic Communications Committee for the Muncie Branch of the American Association of University Women.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
L) PDAs and AT - Beyond Baby Steps

Following upon last year's session, this year the focus changes slightly to encompass the Pocket PC platform and to realize the expertise of the attendee. This technology has proven to be most effective for patients, clients, residents, and clinicians alike. An opportunity to work collectively will be offered. Participants will learn to: explore and identify the impact of the “Palm” type of product on clinical service, spanning the use as a tool for clinicians, both in their practice and with age-based populations; work formulate 'best-case' solutions and examine the 'actual' results for discussion and validation; compare and contrast various features of Personal Digital Assistants with a particular focus upon the operating system virtues to assist in prescribing the correct device, especially toward environmental control issues and augmentative communication; and acquire a working knowledge of basic software appropriate for assessment, appraisal, and use by various disability populations.

Doug Gayton has worked extensively with special populations in a variety of settings from one-to-one outdoor settings to adult groups. Doug has been working at the GF Strong Rehab Centre focusing upon assistive technologies.since 1989. Doug has been an active RESNA member for a number of years and is in his second year as the Co-Chair of RESNA Canada. Doug serves on the Board of Directors for the Vancouver Resources Society for the Physically Disabled.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
M) What Every School Administrator Needs to Know about Assistive Technology

School administrators play a key role in the implementation of IDEA including the provision of assistive technology devices and services. This workshop will relate the provision of assistive technology to traditional aspects of school administration and provide tools and strategies for the school administrator's use. Participants will learn: to analyze the current state of assistive technology services in his/her school building or district in comparison to a set of objective indicators of quality assistive technology services; to describe components of school administrator's role as a supervisor that are related to the provision of assistive technology services; explain why operating guidelines are a key component of a school administrator's role as a manager in the provision of assistive technology services; to identify actions the school administrator might undertake as part of his/her role in program improvement that are related to the provision of assistive technology services; about web sites and print resources about assistive technology that can be useful to school administrators; and to create an action plan to improve assistive technology services in his/her work setting.

Penny Reed, PhD, is the Director of the Wisconsin Assistive Technology Initiative, a statewide technical assistance project on assistive technology funded by the Wisconsin Department of Public Instruction. She has been a teacher, consultant, and administrator in the field of special education for over thirty years. She received her PhD in Special Education from the University of Oregon. Dr. Reed worked for 23 years in the state of Oregon where she was instrumental in founding the Oregon Technology Access Program. Following her move to Wisconsin in 1993, Dr. Reed founded the Wisconsin Assistive Technology Initiative (WATI) to provide training and support to the 426 school districts and 70 “Birth to Three” programs throughout Wisconsin.

Gayl Bowser, MS, is the Coordinator of the Oregon Technology Access Program (OTAP). OTAP is a training and technical assistance program funded by the Oregon Department of Education. Ms. Bowser has a Master's Degree in Special Education and has been a teacher of a wide variety of students with disabilities as well as an educational consultant. Ms. Bowser has been the recipient of Oregon CEC's Teacher of the Year Award and the Service Award of the National Technology and Medial Division of the Council for Exceptional Children (CEC TAM). In 1993, Ms. Bowser was named one of Oregon's Distinguished Educators by the Milken Family Foundation.

Tuesday, March 18, 2003 ~ 9:00 AM- 4:30 PM
N) Testing Software Applications for Accessibility

This one-day workshop presentation will provide participants the fundamentals in evaluating the accessibility of software applications. The twelve checkpoint items specified in section 1194.21 of the Federal Electronic and Information Technology Accessibility Standards will serve as the basis for exercises, but broader accessibility criteria will also be incorporated. At the conclusion of this workshop, participants will: be able to identify the most important keystrokes for navigating dialog boxes in Windows graphical user interface; become familiar with command keystrokes for JAWS; be able to cite sources for software accessibility criteria; be able to paraphrase criteria for accessing software applications for accessibility; and be able to outline a procedure for the evaluation of software applications for accessibility.

Bruce Bailey, M.Ed., ATP, is a Computer Specialist with the U.S. Department of Education (ED) Office of the Chief Information Officer (OCIO). He has responsibility for testing web sites and software applications for compliance with the Section 508 accessibility standards and for providing end-user accommodations for ED employees with disabilities per the 504 requirements.

Doug Wakefield has been with the U.S. Access Board since 1998. In this position he serves as the Access Specialist for access to telecommunications, and is the lead staff person at the Board, developing the standards to implement Section 508 of the Rehabilitation Act of 1973.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
O) PowerPoint: Pushing It to the Limit

This workshop will provide attendees the opportunity to take the time to learn some of the lesser known operations of PowerPoint that take it beyond a presentation tool. This hands-on session will go in-depth into PowerPoint, a presentation software program, and demonstrate how it can be utilized as an assistive technology application. Participants will: learn various ways to use PowerPoint as an assistive technology application; develop simulated scanning processes; create links and utilize PowerPoint in a non-linear format; and create animations within a project.

Scott Marfilius has been working with individuals with disabilities for the past 20 years. The past 14 years has involved implementing assistive technology at various levels, first within an integrated classroom as a classroom teacher, then implementing a district wide system change within a public school system by assisting their district wide team. He also consults with individuals and businesses to determine adaptations that are needed in work place settings. Scott's focus areas in assistive technology include computer access and technologies that assist those with cognitive and learning disabilities.

Kelly S. Fonner, MS, has been working with individuals with disabilities since the mid 70s. She has consulted to university and adult programs concerning access to computers by persons with disabilities. She has a BS in Special Education, and an MS in Educational Technology, and is currently working toward her PhD in Urban Education. Kelly is an associate lecturer at the University of Wisconsin-Milwaukee in both the Occupational Therapy and Exceptional Education departments and has taught at The Johns Hopkins University in Baltimore, MD.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
P) Assistive Technology for Young Children and Children Functioning at Young Levels

This presentation will focus on creative and simple ideas for adapting play and learning materials using assistive technology such as Velcro, hot glue, carpet scraps, battery-operated toys, and computers. Part of the day will include a "make and take" component where participants will construct adapted materials to use with children. Participants will: learn to identify which children can benefit from simple assistive technology; learn to adapt simple toys and objects to reach IFSP and IEP goals and objectives; learn about battery-operated toys and simple voice-output devices; learn to modify simple toys; learn about appropriate software programs for active learning; and construct adapted teaching materials for direct use with students.

Linda Burkhart is a nationally known pioneer in the field of simplified technology for children with severe disabilities. She is the author of four books: two on homemade battery devices, one on using speech synthesis to facilitate communicative interaction, and one on Total Augmentative Communication in the Early Childhood Classroom.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
Q) AAC and Autism: The Research and the Reality

This workshop will focus on the relationship between behavior and communication for persons diagnosed with Autism Spectrum Disorder and what that means for program planning. Using videotape segments from actual classrooms, participants will be presented with information on: frequently used treatment options; summaries of current treatment research; and practical strategies for increasing the functional communication skills of persons with autism, including the use of voice output communication technology. Participants will learn to: define the components of a functional behavioral assessment; analyze the relationship between inappropriate behavior(s) and communication as a functionally equivalent response; compare and contrast features of 3 common treatment methodologies using current literature and research materials; and describe three types of intervention strategies that involve teaching communicative alternatives to challenging behaviors, and give an example of each.

Susan R. McCloskey, MS, CCC-SLP/L, is an educational consultant for assistive technology with the PA Training and Technical Assistance Network (PaTTAN), a statewide technical assistance agency that supports students, families, school districts, and intermediate units in the Commonwealth of Pennsylvania. Susan is a member of the executive committee for the PA Educational Technology Conference (PETC), and coordinates the special education/assistive technology strand for the conference. She is a member of ISAAC and USSAAC and holds the Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA). Last January, Susan was elected to the National Steering Committee for the Special Interest Division 12: Augmentative and Alternative Communication of ASHA.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
R) Optimizing the Control of Electronic Assistive Technologies

This workshop will address selection and optimization of the human/technology interface for computer access and application, AAC, electronic aids for daily living, sensory aids, and power mobility. Included will be: discussion regarding research, development and best practices; demonstration and hands on opportunities with a wide range of control interfaces; selection methods including those that use scanning arrays and onscreen keyboards; integrated controls for multiple applications; and evaluation and outcome measurement tools. Participants in this workshop will be able to: identify and describe characteristics of each of the human/technology interface elements; list characteristics of the human/technology interface as they relate to each function of communication, computer use, mobility and control of tools in the environment; identify and define methods and their impact; understand matching of abilities and strategies to optimize match-ups; understand evaluation and training strategies; and understand strategies to quantify outcomes related to using the human/technology interface.

Peggy Barker, MS, ATP is a Rehabilitation Engineer in private practice. She provides consultation and training to support the implementation of assistive technology for computer access, curriculum adaptation, augmentative communication, electronic aids for daily living, independent mobility, and the integration/packaging of these systems. Peggy is a member of the RESNA Board of Directors (1998-2003) and helped develop, as well as, presents RESNA's Fundamentals in Assistive Technology course.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
S) How Does Assistive Technology Practice Benefit from Models?

In recent years a number of models for assistive technology application have been developed and employed. This one-day workshop will describe several of these and provide a framework for using them to evaluate and improve AT practice. Participants will: learn to describe and critically evaluated different models that depict assistive technology practice; understand ways in which models inform the practice of assistive technology service delivery; learn to use the models for analyzing and evaluating AT practice; and use models to critically evaluate outcomes in AT practice.

Albert Cook, Ph.D., is currently Dean of the Faculty of Rehabilitation Medicine at the University of Alberta. Dr. Cook is also associated with the Assistive Device Service at the Glenrose Rehabilitation Hospital. He was formerly Professor of Biomedical Engineering at California State University, Sacramento where he established the graduate program in biomedical engineering and directed it for 12 years. Dr. Cook co-authored with Susan M. Hussey, OTR, Assistive Technologies: Principles and Practice, 2nd edition, published in January 2002 by Mosby-Yearbook.

Susan Hussey, MS, OTR, is program coordinator and a professor in the Occupational Therapy Assistant Program at Sacramento City College. Prior to that, she was Manager of Client services and clinical occupational therapist for the Assistive Device Center, California State University, Sacramento. Ms. Hussey has extensive experience in assistive technology service delivery, focusing on evaluation and implementation of individuals for control interfaces, seating and mobility systems, computer access, and augmentative communication. Ms. Hussey is co-author with Albert M. Cook of the textbook Assistive Technologies: Principles and Practice, 2nd edition, published in January 2002 by Mosby-Yearbook. She is also co-author with Barbara Sabonis-Chafee of the textbook, Introduction to Occupational Therapy, 2nd Edition, published by Mosby-Yearbook in 1998.

Tuesday, March 18, 2003 ~ 9:00 AM - 4:30 PM
T) Getting Started with AAC Performance Measurement

This workshop will provide background information on methods, tools, and services to support AAC evidence-based practice using automated performance measurement. Participants will learn the basics of using performance monitoring (with hands-on opportunities) to collect and analyze language samples that can be used to support funding, satisfy the outcomes measurement requirements of the IEP, or simply achieve the most effective communication possible for children and adults who rely on AAC. Participants will learn to: define and apply performance monitoring to the goal of AAC and evidence-based practice; cite the basic components of and procedures for language activity monitoring (LAM); identify a set of summary measures that characterize communicative competence; prepare LAM data for analysis; identify tools for obtaining summary measures from LAM data; and discuss applications of performance monitoring measures to support clinical practice and outcomes measurement.

Katya Hill, Ph.D., received her teaching certificate in 1976, followed by being certified as a speech-language pathologist, special education supervisor, and as an elementary and secondary principal. Clinically, she has coordinated an assistive technology program that provided services to seventeen school districts in Northwestern Pennsylvania. Dr. Hill has been the research coordinator on grants from the National Institute for Deafness and other communication disorders on the feasibility of language activity monitoring. Dr. Hill is currently a member of the faculty at Edinboro University of Pennsylvania (EUP) where she teaches the AAC, Assistive technology, and child language disorders courses and supervises AAC clinical activity.

Barry Romich is co-founder, chairman, and CEO of Prentke Romich Company and is a registered Professional Engineer in Ohio. He also holds an adjunct faculty appointment in the School of Health and Rehabilitation Science at the University of Pittsburgh. He has received several recognitions, including RESNA Fellow, and was principal investigator of a recent NIH grant exploring the feasibility of automated assistive technology performance measurement tools.