OpenConf

Full Program

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Friday, 5 August 2016
9:00-17:00
ISAAC Governance
ISAAC Executive Board (EB) Meeting (Pier 6)Gregor Renner
Saturday, 6 August 2016
9:00-17:00
ISAAC Governance
ISAAC Executive Board (EB) Meeting (Pier 6)Gregor Renner
9:00-12:00
Pre-Conference Workshops
Pier 2Pier 3
AAC Practitioners in the 21st Century: Leveraging Our Efforts through Social Media and Digital TechnologiesCarole Zangari and Chris Bugaj
Carole Zangari and Chris Bugaj
AAC Practitioners in the 21st Century: Leveraging Our Efforts through Social Media and Digital Technologies
 
Designed for busy professionals, this pre-conference session reviews practical ways that AAC practitioners can use selected social media venues and online tools to extend their reach. Participants will learn about tools to build interactive activities and images, expand their knowledge of digital curation, and discover new resources for disseminating information.
 
Digital tools for teaching, data collection, assessment of learning, and providing feedback will also be addressed, along with options for free and low cost tools. Case examples showing the use of these tools in clinical and academic settings will be used to illustrate the utility of this approach.
The AAC - Aphasia Framework: Where do we go now?Kathryn Garrett and Joanne Lasker
Kathryn Garrett and Joanne Lasker
The AAC-Aphasia Framework: Where do we go now?
 
The AAC-Aphasia Framework (Garrett & Beukelman, 1992; Garrett & Lasker, 2005) was developed to help match potential AAC interventions to the different ability levels and communication needs of communicators
with severe aphasia. This workshop will address the following questions:
1.  What is the Framework?  Why was it developed?
2.  What types of communicators with aphasia does it focus on?
3.  Does the Framework have validity? Has it been adequately validated?
4.  How widely has it been adopted?
5.  How can the AAC-Aphasia framework inform therapy?
6.  Limitations and drawbacks to the AAC-Aphasia Framework
7.  Looking Ahead - Research and Application

 

9:30-12:30
AAC Camp
Hotel Lobby MeetPier 7
A Morning on Centre Island
  • A Morning on Centre Island  Saturday @ 9:30 am – 12:30 pm / Ages 3 – 13  / Cost = $60 ($50 Early Bird Registration)

It’s a short trip on the accessible Toronto Island Ferry across Lake Ontario to Centre Island (the ferry dock is right next door to the Westin Harbour Castle Hotel). We will spend the morning exploring Far Enough Farm and Centreville Amusement Park. Campers will participate in games and activities guiding them around the area. Far Enough Farm is home to over 40 different species of farmyard animals and exotic birds.

Meet Location:  Hotel Lobby

Dealing with Stupid Situations
  • Dealing with Stupid Situations   Saturday @  9:30 am – 12:30 pm / Ages 13 + / Cost = $60 ($50 Early Bird Registration)

Do you ever come across someone who just does not understand how to communicate with you? They may yell, speak slowly, talk about you like you are not in the room, or just assume you do not understand.

You are the best teacher when it comes to educating people about how to communicate with you. This camp will focus on sharing what has worked and not worked when communicating with people you do not know.

You will participate in role playing some silly and serious scenarios that you or your peers may have experienced. We will also have time to talk about them and create a poster listing our best strategies to share with all conference participants. This workshop will take place at the Westin Harbour Castle Hotel.

12:00-13:00
Lunch
Pre-Conference Workshop Lunch
13:00-16:00
Pre-Conference Workshops
Pier 2Pier 3
Supporting Vocabulary Development in Students Who Use AAC: Practical Approaches for Educators and SLPs Carole Zangari and Gloria Soto
Carole Zangari and Gloria Soto
Supporting Vocabulary Development in Students Who Use AAC:  Practical Approaches for Educators and SLPs
 
Whether they are beginning communicators or have more advanced language skills, students who use AAC must acquire new vocabulary in order to succeed in school and become effective communicators. This
presentation reviews current research on semantic development and discusses a framework for meaningful vocabulary intervention. Strategies and activities appropriate for teaching core and academic vocabulary will
be addressed. Resources for vocabulary instruction appropriate for students using AAC across preschool, elementary, and secondary gradeslevels will be shared. Case examples will be used to illustrate ways in
which robust vocabulary intervention can be addressed in clinical and educational settings.

 

What’s up in Apple Apps?Jane Farrall
Jane Farrall
What’s up in Apple Apps?
 
Recently, the number of Augmentative and Alternative Communication (AAC) apps available for iPad and iPhone has been decreasing. Many of the poorer quality apps are leaving the store, leaving a higher percentage of quality apps than previously. Many consumers are now identifying critical features they want in an app, fuelled by discussions on social media and a stronger voice from researchers, therapists, and from parents and individuals with complex communication needs as consumers. This presentation will cover a range of the “good APPles”–those which are fullof rich juicy content, with ripe vocabulary backed by research and glossy
with good support.

 

14:00-17:00
AAC Camp
Explore the “Ark” (Queen's Quay)
  • Explore the “Ark”   Saturday @ 2:00 pm – 5:00 pm  / All ages / Cost = $60 ($50 early bird registration)

Take a walk on the wild side and join us for this interactive animal adventure. Be greeted by your favourite animals from Madagascar, Africa, and Australia. Your camp experience will include a presentation about approximately 24 different animals and participants will have a chance to interact with the animals, take photos, and ask questions. This camp will take place at the Westin Harbour Castle Hotel (Queen's Quay Room).

Sunday, 7 August 2016
9:00-17:00
ISAAC Governance
ISAAC Council Meeting (Pier 4 and 5)Janice Murray
9:00-12:00
Pre-Conference Workshops
Pier 2Pier 3
Communication and Learning Strategies for individuals with Rett SyndromeLinda Burkhart
Linda Burkhart
Communication and Learning Strategies for individuals with Rett Syndrome
 
Individuals with Rett Syndrome face a variety of challenges to communication and learning. Severe dyspraxia makes it difficult for them to move their bodies according to their intents. Neurologically driven hand
stereotypies often make them appear severely cognitively impaired.  Reaching these children’s underlying cognitive abilities is difficult. How do you help them to juggle the motor coordination, sensory processing,
communication, language, and cognition needed to effectively communicate their thoughts? How can we begin to look at assessment as a dynamic process that is integrated into instruction through meaningful
and purposeful contexts? How can you modify communication systems and classroom materials to be accessible?
Taking the Initiative: Supporting Spontaneous Communication in Students with Autism Spectrum DisorderPat Mirenda
Pat Mirenda
Taking the Initiative: Supporting Spontaneous Communication in Students with Autism Spectrum Disorder
 
Despite widespread use of the Picture Exchange Communication System (PECS), many minimally verbal students with autism fail to initiate even basic requests in the absence of adult directives. In many cases, this lack of spontaneity is the result of instructional errors during PECS implementation. The first part of this session will identify the most common of these errors and offer suggestions for remediation. The second part of
the session will discuss the need to move “beyond PECS” in order to provide opportunities for students with autism to initiate messages through the use of core and fringe vocabulary displays.
9:30-17:00
AAC Camp
Engaging Possibilities Drama Workshops (Pier 7 and 8)
  • Engaging Possibilities Drama Workshops Sunday @ 9:30 am – 5:00 pm  / Ages 14+ / Cost = $180 ($160 early bird registration)

The Engaging Possibilities workshop is constructed as a journey. First we do exercises to help with relaxatioln, building comfort levels, and creating a sense of inclusion. Energy and visioning exercises will follow, to expand imagination and visualize worlds together. We will bring alive environments using fabric, and be part of creating and acting in a story as it emerges.  This camp will take place at the Westin Harbour Castle Hotel.

9:30-12:30
AAC Camp
Ripley’s Aquarium (Hotel Lobby Meet)
  • Ripley’s Aquarium Sunday @ 9:30 am – 12:30 pm / All ages / Cost = $60 ($50 early bird registration)

Join us for a fun morning exploring one of Toronto’s newest attractions, Ripley’s Aquarium of Canada, featuring underwater creatures and habitats from across the globe, including a shark tank that you can view on the moving sidewalk.

Campers will participate in a guided tour of the venue, pet a stingray, take part in our scavenger hunt, and explore the dangerous lagoon under glass. At the end each camper will receive a Ripley’s souvenir booklet. The aquarium has accessible washrooms, walk ways, and a cafeteria. Best of all, this venue is only one kilometre away (approx. 12 minute walk/wheel) by fairly smooth sidewalks from the Westin Harbour Castle Hotel.

Meet:  Hotel Lobby

12:00-13:00
Lunch
Pre-Conference Workshop Lunch
13:00-16:00
Pre-Conference Workshops
Pier 2Pier 3
Debunking the Myths about Using AAC with Children and AdultsRose Sevcik and MaryAnn Romski
Rose Sevcik and MaryAnn Romski
Debunking the Myths about Using AAC with Children and Adults
 
Myths are widely held but false beliefs. This workshop will provide an overview of myths that have hampered the use of AAC with both children and adults with disabilities. We will provide evidence to refute the appropriateness of these myths and present strategies for how to debunk them.
Thinking about Research? Single - subject experimental designs: Strategies, quality standards, and pitfalls to avoidRalf Schlosser and Oliver Wendt
Ralf Schlosser and Oliver Wendt
Thinking about Research? Single-subject experimental designs: Strategies, quality standards, and pitfalls to avoid
 
Single case experimental designs are a rigorous methodology for evaluating the efficacy, effectiveness, and efficiency of AAC interventions.  This half-day pre-conference workshop will highlight strategies for planning, implementing, synthesizing, and appraising single case experimental designs. In doing so, participants will gain knowledge regarding recent quality standards that warrant consideration at the planning stage. Furthermore, strategies for avoiding common pitfalls will be shared, drawing from both positive and negative illustrative examples.

 

14:00-17:00
AAC Camp
Who Are Your Heroes? (Pier 9)
  • Who Are Your Heroes?  Sunday @ 2:00 pm – 5:00 pm / Ages 13+ / Cost = $60 ($50 early bird registration)

Many great people in the world use AAC. Let’s spend some time celebrating them. Who do you look up to? Who makes you want to be a better person? Who is someone that makes a difference in your life? This camp that will start with a presentation by a hero in our community. The rest of the camp will focus on sharing our heros, who they are, why we love them, and how we can be more like them. This workshop will take place at the Westin Harbour Castle Hotel.

Monday, 8 August 2016
8:00-9:00
ISAAC Governance
ISAAC Chapter Presidents Meeting (Pier 9)Janice Murray
9:00-11:00
Plenary
Opening Ceremonies (Metro Ballroom)
10:30-11:00
Break
Morning Break (Frontenac Foyer -- Exhibit Booth Premium)
11:00-12:30
Presentations
Harbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 7Pier 8Pier 9Yonge RoomQueen's Quay
Trying to Stay In-Time: Review and Study of SGD Use During In-Person InteractionTrying to Stay In-Time: Review and Study of SGD Use During In-Person InteractionJeff Higginbotham, University at Buffalo; Katrina Fulcher - Rood, SUNY - Fredonia / Communicative Disorders and Sciences; Jennifer Seale, University at Buffalo What is Your Plan? A Roadmap for Teaching AACWhat is Your Plan? A Roadmap for Teaching AACPati King-DeBaun, Creative Communicating Evaluating AAC Interventions Through Research Syntheses: Key Components and Critical IssuesEvaluating AAC Interventions Through Research Syntheses: Key Components and Critical IssuesJennifer Ganz, Texas A&M University; Oliver Wendt, Purdue University; Ralf Schlosser, Northeastern University Presentations: Pier 2AAC to support communication between children and parents with a neurodegenerative diseaseUlrika Ferm, Sahlgrenska University Hospital, DART - Centre for AAC and AT; Stefan Nilsson, University of Gothenburg, Sahlgrenska Academy, Institute of Health and Care Sciences; Margaretha Jenholt Nolbris, University of Gothenburg, Sahlgrenska Academy, Institute of Health and Care Sciences; Annikki Jonsson, University of Borås, Faculty of Caring Sciences; Petra Linnsand, BArn som anhöriga, Dalheimers husNurses’ perspectives toward patient communication using a low technology communication board in an ICU.Martelize Gropp, Centre of Alternative and Augmentative Communication; Prof. Juan Bornman, Centre of Alternative and Augmentative Communication; Dr. Ensa Johnson, Centre of Alternative and Augmentative Communication Presentations: Pier 3Linguistic competence and AAC: A mentoring program to provide increased number of functional communication opportunities.Jenelle MacDonald, University of Alberta; Kim Adams, University of Alberta; Karen Pollock, University of AlbertaVideo Mentoring Process during Intensive InteractionKatja Burakoff, FAIDD; Kaisa Martikainen, FAIDDAAC Assessment and Training: Mentors, Speech Pathologists, Families and Educators in an Inclusive Team ApproachBonnie Mintun, Communication Technology Education Center (CTEC), a program of the Supported Life Institute; Kristen Carroll, Communication Technology Education Center (CTEC), a program of the Supported Life Institute Presentations: Pier 4Core vocabulary for students with significant cognitive disabilities: Essential tools, teaching strategies and assessment componentsLori Geist, University of North Carolina, Chapel Hill; Karen Erickson, University of North Carolina, Chapel Hill; Penelope Hatch, University of North Carolina, Chapel Hill; Lisa Erwin-Davidson, University of North Carolina, Chapel Hill; Claire Greer, The Center for Literacy and Disability Studies, University of North Carolina at Chapel HillCore Vocabularies: Same or different for Bilingual Language Learning and Literacy Skill building with Symbols?EA Draffan, University of Southampton; Mike Wald, University of Southampton; Nawar Halabi, University of Southampton; Ouadie Sabia, Language 4 Life Academy Ltd; Amatullah Kadous, Hamad Medical Corporation,; Amal Idris, Hamad Medical Corporation,; Nadine Zeinoun, Mada Assistive Technology Center; David Banes, Mada Assistive Technology Center Presentations: Pier 5Symbol-Infused Play for Young Children with Complex Communication NeedsBeth Breakstone, Penn State University; Janice Light, Penn State UniversityHow and What do SLPs and Parents Learn about AAC Online?Kate Anderson, Deakin University; Paul Andres, Prentke-Romich Deutschland; Susan Balandin, Deakin University; Roger Stancliffe, The University of SydneyA Systematic Review of Family-Led Interventions for Children with Complex Communication Needs.Marica Gatt, Tizard Centre, University of Kent, UK; Jill Bradshaw, Tizard Centre, University of Kent; Nicola Grove, Tizard Centre, University of Kent, UK; Glynis Murphy, Tizard Centre, University of Kent Presentations: Pier 7Involvement in research: what helps or gets in the way for people who use AACJanice Murray, Manchester Metropolitan University; Bronwyn Hemsley, Newcastle UniversityYouth who use AAC articulate beliefs regarding the value of inclusion: implications for practiceGail Teachman, University of Toronto Presentations: Pier 8The complicated relationship between construction and interpretation of graphic symbol utterances in 4- to 9-year-olds.Ann Sutton, University of Ottawa; Natacha Trudeau, Université de MontréalHow Cognition Impacts Navigational Skills of Young Children: Taxonomic Versus Schematic OrganizationMélanie Blais, Laurentian University; Sarah Blakely, Laurentian University; Shawna Sterner, Laurentian Universtiy; Manon Robillard, Laurentian UniversityThe relationship between concepts and visual-spatial perception in children using aided communicationStephen von Tetzchner, University of Oslo; Kristine Stadskleiv, Oslo University Hospital; Beata Batorowicz, CanChild Center for Childhood Disability Research; Munique Massaro, Department of Special Education, Faculty of Philosophy and Science, Universidade Estadual Paulista; Carmen Basil, Universitat de Barcelona; Annika Dahlgren Sandberg, Gotheburg University, Department of Psychology; Débora Deliberato, Department of Special Education, Faculty of Philosophy and Science, Universidade Estadual Paulista; Margareta Jennische, Uppsala University, Departmen of Neuroscience; Gregor Renner, Catholic University of Applied Sciences; Hans van Balkom, Radboud University Presentations: Pier 9Comparison and structural alignment processes of learning new relational concepts in children with ASDOrit Hetzroni, Univesity of Haifa; Meital Hessler, University of HaifaGaze toward Social Interactions in Photographs by Individuals with Autism: Implications for AAC designJiali Liang, The Pennsylvania State University; Krista Wilkinson, The Pennsylvania State UniversityEffects of Peer Support Interventions on the Communication of Preschoolers with ASD: A Systematic ReviewShelley Chapin, The Pennsylvania State University; David McNaughton, The Pennsylvania State University; Susannah Boyle, The Pennsylvania State University Presentations: Yonge Room'Me and my extended shadow' - Building relationships with Personal AssistantsBeth Moulam; Sarah HowdenCommunication Challenges of an AAC-using College Student: How I Handle Brush-offs and InterruptionsMark Steidl; Kathryn Garrett, Children's Institute; Diana Jordan, Pittsburgh Public SchoolsBest Laid Plans of Mice and Men – and Parents with a Speech DisabilityIndia Ochs; Jack Ochs Presentations: Posters in Queen's QuayTechnology, AAC Application and Community Inclusion in Thailand and South East AsiaNitha Ungsuprasert, Communication Literacy Universal Education CentreTeaching aided communication: self-report and intervention by SLPsHelena Tegler, Uppsala University, Department of Public Health and Caring Sciences, Disability and Habilitation; Helena Wandin, Uppsala University, Department of Public Health and Caring Sciences, Disability and HabilitationEffects of training paraprofessionals to use low-tech visual scene displays (VSDs)Nimisha Muttiah, The Pennsylvania State University; Kathryn Drager, The Pennsylvania State University; Lindsay Hall, Boston UniversityCommunication matrix as assessment tool for children with special needsDAMJANA KOGOVSEK, University of Ljubljana, Faculty of Education; MIHAELA VOVK; INGRID ZOLGAR, University of Ljubljana, Faculty of Education; JERNEJA NOVSAK BRCE, University of Ljubljana, Faculty of EducationEffects of AAC intervention on the communicative function of children with disabilities at perlocutionary stageKyung-Im Han, Changwan National University; Byeol-Nim Kim, Seapulip daycare center for children with disabilitiesCore vocabulary for Zulu speaking preschoolers in need of AACJocelyn Mngomezulu, University of Pretoria; Kerstin Tonsing, University of Pretoria; Shakila Dada, University of PretoriaThe Effects of Robot-based AAC symbols Intervention on Learning Action Word for Children with ASDsEunJung Choi, Ewha Womnas University; YoungTae Kim, Ewha Womnas University; SeokJeong Yeon, Ewha Womnas University; Seokwoo Song, Dept of Computer Science KAIST; Rowon Kang, Ewha Womnas University; Jihee Jung, Ewha Womnas University; John Kim, Dept of Computer Science KAIST“Expanding Boundaries” – A Communication School for ParentsOlga Aksenova , The Rehabilitation Center for Children with Limited Opportunities; Svetlana Leschenko , The Rehabilitation Center for Children with Limited Opportunities; Stephen von Tetzchner, Department of Psychology, University of OsloPhonological Awareness in Preschool Age Children with Developmental DisabilitiesAndrea Barton-Hulsey, Georgia State University; Rose Sevcik, Georgia State University; MaryAnn Romski, Georgia State UniversityCombining Pivotal Response Training and pragmatic communication book in communication interventionKirsi Katajisto, University of Helsinki; Kaisa Launonen, University of HelsinkiAAC in cerebral palsy: its effects of using and not using in a Brazilian institutionAna Ramos, University of Campinas (Unicamp); Regina Chun, University of CampinasA new "way to say" AAC - A multi-disciplinary approach to AACGiulietta Belli, Modi Di Dire Onlus Association; Antonio Pagni Fedi, Modi Di Dire Onlus Association; Camilla Ricci, Modi Di Dire Onlus AssociationAutoscopy as a tool for teacher training in Recurssos Multifunction room in Rio de JaneiroThatyana Silva, Universidade do Estado do Rio de Janeiro; Leila Regina Nunes, Universidade do Estado do Rio de Janeiro; Claudia Togashi; Gabriela de SouzaEnhancing Early Intervention: Engaging Early Childhood SLPs in the AAC processTracy Shepherd, Thames Valley Children's Centre; Tiffany St. Pierre, Thames Valley Children's CentreProgram Of Alternative Communication To Partners Communication from Students with AutismFabiana Lacerda Evaristo, Federal Universicity of Sao Carlos; Iasmin Zanchi Boueri, Federal University of São Carlos; Maria Amelia Almeida, Federal University of São CarlosAcquisition of Play Actions and Vocabulary Using Different Speech-generating Displays for one Child with AutismCindy Gevarter, Manhattanville College; Michelle Kuhn, University of Texas; Laci Watkins, University of Texas; Mark O'Reilly, University of Texas
12:30-14:00
Lunch
12:45-14:00
ISAAC Governance
ISAAC LEAD (PWUAAC) Committee (Yonge Room)
14:00-15:30
Presentations
Metro CentreMetro EastHarbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 7Pier 8Pier 9Yonge Room
Ready, Set, Write! – Alternative Pencils & Writing for Students with the Most Significant NeedsReady, Set, Write! – Alternative Pencils & Writing for Students with the Most Significant NeedsGretchen Hanser, Literacy, Learning & Communication; Caroline Musselwhite, AAC Intervention; Erin Sheldon, Angelman Literacy Project Communication at any time - Alternative access to communication boards and booksCommunication at any time - Alternative access to communication boards and booksPorter Gayle, Cerebral Palsy Education Centre; Linda Burkhart, Linda Burkhart Presentations: Harbour AVisual scenes - an alternative to displays organised in grids?Sara Ljungberg, Region SkåneSIMPLIFY THE ROAD TO COMMUNICATIVE AUTONOMY Making PODD material easy accessibleJennie Gehlin, Abilia AB; Caroline Strömhylden, Abilia AS; Aina Ask, Abilia ASComparing AAC devices from low to high technology for children with developmental disabilitiesChun-Han Chiang, National Taiwan Normal University; Rui-Cheng Hong, National Taiwan Normal University; Ming-Chung Chen, National Chiayi University; Ya-Ping Wu, National Chiayi University; Chien-Chuan Ko, National Chiayi University Presentations: Harbour BBuilding and Sustaining AAC Capacity in a Large Urban School DistrictVicki Haddix, University of Memphis; Mary Marcella, Boston Public Schools; Laura Henry, Boston Public SchoolsPresuming Competence: Supporting Communication for All Students!Pati King-DeBaun, Creative Communicating Presenations: Harbour CMeasuring Phonemic Awareness without Speech Responses: Investigating the Validity of a New AssessmentR. Michael Barker, University of South Florida; Mindy Sittner Bridges, University of Kansas; Kathryn J. Saunders, University of KansasIncorporating augmentative and alternative communication in books for Arab and Jewish toddlers with complex disabilitiesRaz Tenenbaum, Beit Issi Shaphro; Bian Natur, Beit Issi ShaphroThe effectiveness of a phonological reading program among Hebrew and Arabic speaking children with IDDOrit Hetzroni, Univesity of Haifa; Samah Eid, University of Haifa Presentations: Pier 2AAC and MND/ALS: Seeking Improved Outcomes through Early Engagement in Assessment, System Design and Implementationjohn costello, Boston Children's Hospital Presentations: Pier 3Expectations of relevance and truthfulness - partners in conversations between aided and naturally speaking communicatorsKirsi Neuvonen, University of Helsinki; Kaisa Launonen, University of Helsinki; Martine Smith, Trinity College Dublin, the University of Dublin; Stephen von Tetzchner, University of OsloAAC and Consultative Service Delivery: When Core Words Don't WorkAlicia Garcia, One Kids Place; Pauline Laforest, One Kids PlaceThe ‘Telling Stories’ Project: Exploring narrative construction between children who use AAC and educational staffPippa Bellamy, University of East Anglia, Communication Technology Education Centre (CTEC); Karen Bunning, University of East Anglia Presentations : Pier 4AAC Success: Building Competent Communicators in the ClassroomMarlene R. Cummings, Oakland Schools; Amy Devin, Oxford Schools; Lauren Pawlowski, Oxford SchoolsUsing Core Vocabulary During Shared Reading and Guided ReadingPenelope Hatch, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill; Marlene Cummings, Oakland Schools; Lori Geist, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill; Karen Erickson, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill Presentations : Pier 5Pain communication of children with cerebral palsy in South African school settings: AAC implicationsEnsa Johnson, Centre for AAC, University of Pretoria; Stefan Nilsson, Institute of Health and Care Sciences, University of Gothenburg; Margareta Adolfsson, School of Education and Communication, Jönköping UniversityfComparative Effects of two AAC systems on vocal productions of children with Motor Speech DisordersKerstin Tönsing, Centre for Augmentative and Alternative Communication; Shakila Dada, Centre for Augmentative and alternative Communication; Kim-Caleigh Brewis, Centre for Augmentative and Alternative CommunicationTwo Girls Who Use Communication Aids Interact with Peers and Adults: A story of discernmentBeata Batorowicz; Fiona Campbell, McMaster Children's Hospital; Kristine Stadskleiv, University of Oslo; Stephen von Tetzchner, University of Oslo Presentations : Pier 7The Right to Be Heard- Access to Justice in Israel for people who use AACUri Gur Dotan, Haruv institude; Netta Ben-Zeev, Isaac IsraelExperiences of Volunteers and Individuals with Complex Communication Needs: Perspectives Across Settings of Active RecreationDavid J. Hajjar, Ohio Univeristy; John W. McCarthy , Ohio UniversitySuccessful Employment of Individuals with Autism Spectrum Disorder who Use Augmentative and Alternative CommunicationLaura Richardson, The Pennsylvania Sate University; David McNaughton, The Pennsylvania State University; Alaisha Sayeed, The Pennsylvania State University; Ashley McCoy, The Pennsylvania State University Presentations : Pier 8Building Bridges: A Bridge for Effective InclusionMadhumita Dasgupta, Indian Institute of Cerebral PalsyClassmates' significance to reach inclusive educationSignhild Skogdal, National special education support service Presentations : Pier 9Video modelling and video self-modelling: Facilitating reciprocal conversation in adolescents with ASD using AACAbirami Thirumanickam, Flinders University; Julie McMillan, Flinders University; Parimala Raghavendra, Flinders University; Willem van Steenbrugge, Flinders UniversityEngaging Adolescent Learners With ASD and CCN in Literacy Instruction: Effects of Adapted InstructionJessica Caron, Penn State University; Janice Light, Penn State University Presentations : Yonge RoomSomeone like Thomas BanksThomas Banks, Centre for AccessMindfulness + Compassion = Inner PeaceTien Hoang
15:00-17:00
ISAAC Governance
AAC Town Hall Meeting (Metro West)
15:30-16:00
Break
Break PM -- Monday (Frontenac Foyer (Exhibit Booth Premium))
16:00-17:30
Presentations
Metro CentreMetro EastPier 7Pier 8Pier 9Yonge RoomQueen's Quay
Presentations : Metro CentrePredictable Chart Writing: From Ideas to Books (Including Digital Books!) for Emergent WritersCaroline Musselwhite, AAC Intervention; Gretchen Hanser, Literacy-Learning-Communication; Erin Sheldon, Angelman Literacy ProjectSupporting a Team in Planning and Implementing AAC for a Child with Intellectual DisabilityMelinda Snodgrass, University of Illinois; Hedda Meadan, University of Illinois Presentations : Metro EastModel for vocabulary selection of sensitive topics: An example from pain-related vocabularyEnsa Johnson, Centre for AAC, University of Pretoria; Juan Bornman, Centre for AAC, University of Pretoria; Kerstin Tonsing, Centre for AAC, University of PretoriaMultiple approaches for vocabulary selection and organisation to meet the individual’s varied, autonomous communication requirementsGayle Porter, Cerebral Palsy Education Centre; Linda Burkhart, Linda Burkhart Presentations : Pier 7Including persons with complex communication needs in research – a methodology based on Talking MatsMargret Buchholz, Neuroscience and Physiology, Department of Health and Rehabilitation; Ulrika Ferm, DART, Sahlgrenska University Hospital; Kristina Holmgren, Neuroscience and Physiology, Department of Health and RehabilitationKeep your own voice as synthetic speech for use on your assistive deviceNicolas Mazars, Acapela Group France; Paolo Leva, Acapela Group SwedenDaily Decision Making of Adults with Severe Communication Problems: Perspectives from Professional CaregiversLindsey Ogle, Indiana University; Erna Alant, Indiana University Presentations : Pier 8A cloud is water in the sky. Blissymbolics: A tool for teaching words and meaningsMargareta Jennische, Uppsala UniversityBringing Some Core AAC Issues and Blissymbolics TogetherMats Lundälv, Blissymbolics Communication International; Margareta Jennische, INST NEUROVETENSKAP, UPPSALA UNIVERSITETThe use of Blissymbolics in a multilingual classroomAnnika Lindström, Västra Skolan Hudiksvall; Maria Åkermark, Kom-X Region Gävleborg; Jenny Berglund, Västra Skolan Hudiksvall Presentations : Pier 9AAC for Children with Autism: How Clinical Specialists Approach AssessmentShelley Lund, University of Wisconsin-Milwaukee; Miechelle McKelvey, University of Nebraska - Kearney; Wendy Quach, San Jose State University; Kristy Weissling, University of Nebraska LincolnExperimental evaluation of a parent-implemented AAC intervention protocol for children with severe autismOliver Wendt, Purdue University; Ning Hsu, Purdue University; Katelyn Warner, Purdue University; Anna Goss, Purdue University Presentations : Yonge RoomDesigning AAC interventions and research to improve outcomes for individuals with complex communication needsJanice Light, Penn State University; David McNaughton, Penn State UniversityImaginative and creative participatory research in augmentative and alternative communicationGraham Pullin, University of Dundee; Paul Gault, University of AberdeenThe state of AAC in English-speaking countries: results of an online surveyDavid Niemeijer, AssistiveWare; Amanda Hartmann, AssistiveWare; Jennifer Marden, AssistiveWare; Carole Zangari, Nova Southeastern University; Kit Albrecht, AssistiveWare; Jane Farrall, Jane Farrall Consulting Presentations: Queen's QuayLanguage Development and Social Identity for an Adolescent Using Augmentative CommunicationCatherine Lipson, San Francisco State University; NoneFunctional Communication Training using image2talk app to reduce challenging behaviourFiona WilsonLanguage Components Targeted in IEP Goals/Objectives for Students Who Use AACGale Rice, Fontbonne University; Laura O'Hara, Fontbonne UniversityIKT and Establishing a Collaborative Research Team: Best Practices for LiteracyPascal Lefebvre, Laurentian University; Jocelyn Barden-Underhill, Ottawa Children's Treatment Centre; Amita Furgoch, Ottawa Children's Treatment Centre; Jean Ju, Ottawa Children's Treatment Centre; Leslie Walker, Ottawa Children's Treatment CentreLe iPad, un CAA qui facilite l’intégration de jeunes sourds dans leur vie activeHélène Boulanger, Commission scolaire de Montréal; Chantal Turcotte, Commission scolaire de MontréalParent Stress and Speech Generating Devices: The Effects of Child, Parent and Intervention-Related FactorsEvelyn Fisher, Georgia State University; Nicole Lim, Georgia State University; Maryann Romski, Georgia State University; Rose Sevcik, Georgia State UniversityEffects of adapted books using AAC on the reading ability of a child with disabilitiesKyung-Im Han, Chagwon National University; Seong-Bhin Yang, Gyongwha Elementary SchoolAble to be Active Communicator: Blind get Bright LanguageMIAE GO, Department of Special Education, Ewha Womans University; EUNBYUL LEE, Department of Special Education, Ewha Womans University; JIHYE LEE, Department of Special Education, Ewha Womans UniversityCharacteristics of narratives by children who use communication books - a case study of twoEnni Kuusela, University of Helsinki; Kaisa Launonen, University of HelsinkiInteragency Collaboration: AAC in Action from Classroom Implementation to Summer Camp!Erin Peabody, Indiana University Bloomington Indiana/Monroe County Community School Corporation; Annette Champion, Indiana UniversityGroupement du vocabulaire de base pour les jeunes enfants francophonesManon Robillard, Laurentian University; Stéphanie Beaulieu, Laurentian UniversityWucailu Autism Research and Intervention Center brings AAC to Chinese ChildrenMenglin Sun, Wucailu Autism Research and Intervention Center; Xiuyin Fu , Wucailu Autism Research and Intervention Center; Shula Shilon, Wucailu Autism Research and Intervention Center; Kristine Stadskleiv, Department of Psychology, University of Oslo; stephen von Tetzchner, Department of Psychology, University of OsloSystematic review of educator-reported outcomes for young people who use AAC in school activity settingsStephen E. Ryan, Holland Bloorview Kids Rehabilitation Hospital; Tracy A. Shepherd, Holland Bloorview Kids Rehabilitation Hospital; Anne Marie Renzoni, Holland Bloorview Kids Rehabilitation Hospital; Danielle D'Alessandro, Holland Bloorview Kids Rehabilitation Hospital; Elizabeth Cambridge, University of TorontoFacilitating reading and writing in children with intellectual impairments: A South African study of BlissymbolicsKristin van der Merwe, Rhodes University; Louisa Alberts, Platoorand Special Needs High SchoolCommunicative strategies of young aided communicators when describing visual scenes to different partnersVanessa Aparecida Peluccio de Azevedo, Graduate Student in Special Education/Unesp-Brazil; DEBORA DELIBERATO, Department of Special Education/ UNESP-Brazil; Stephen von Tetzchner, Department of Psychology-University of OsloThe improving Communication Skills through iPad with AAC Intervention for a Student with Down SyndromeChih-Kang Yang, National Dong Hwa University; Zhou Dan-Ya, National Dong Hwa University; Li-Chuan Chung, National Dong Hwa UniversityIdentification performing of graphic scene symbols representing verbs for Korean children with intellectual disabilitySeokJeong Yeon, Ewha Womans University; YoungTae Kim, Ewha Womans University; Eunhye Park, Ewha Womans University; Kihyung Hong, Sungshin Women's UniversityRecounting of stories by children with Down Syndrome: influence of use of AACMARIA ISILDA MIELOTTI CARAFIZI, SCHOOL OF SLP AND AUDIOLOGY - SANTA CASA DE SAO PAULO SCHOOL OF MEDICAL SCIENCES; SANDRA CRISTINA FONSECA PIRES, SCHOOL OF SLP AND AUDIOLOGY - SANTA CASA DE SAO PAULO SCHOOL OF MEDICAL SCIENCESUSING AUGMENTATIVE AND ALTERNATIVE COMMUNICATION FOR STUDENTS WITH AUTISM IN REGULAR SCHOOLClaudia Togashi, SME/RJ; Cátia Walter, UERJInterdisciplinary Teamwork and Parent-Professional Collaboration: Developing Individualized AAC Systems for Students with Multiple DisabilitiesJacqueline Rowland, HMS School For Children with Cerebral Palsy; Annabeth Martino, HMS School for Children with Cerebral PalsyRole Playing and AAC: A Therapeutic Approach to Improve Spontaneous Conversational Exchanges in Natural ContextsLaura Smith, University at Buffalo; Carly Vandegriff, University at Buffalo; Jeffery Higginbotham, University at Buffalo; Matthew Ballow, (Consumer)Language use during mathematics activities: differences between directing and doing activities using a robotKim Adams, University of Alberta/Glenrose Rehabilitation Hospital; Danielle Commandeur, University of Alberta/Glenrose Rehabilitation Hospital; Bonnie-Lynn David, I CAN Centre for Assistive Technology, Glenrose Hospital , Alberta Health Services; Corinne Tuck, : I CAN Centre for Assistive Technology, Glenrose Hospital , Alberta Health Services; Katelyn Loshny, University of AlbertaThe Effects of Switch Training in AAC Intervention on Children with Severe Physical DisabilitiesKyungYang Kim, BUSAN PRESBYTERIAN UNIVERSITYTHE COMMUNICATION OF A CHILD WITH AUTISM SPECTRUM DISORDER ON THE PROFESSIONAL’S PERCEPTIONAila Narene Dahwache Criado Rocha, Universidade Estadual Paulista - UNESP; Brenda Pereira, Universidade Estadual Paulista - UNESP; Natalia Salles Correa, Universidade Estadual Paulista - UNESP; Paulo Roberto Rocha Júnior, Faculdades Adamantinenses Integradas - FAI
18:00-20:00
Social
ISAAC Conference 2016 Welcome Reception (Harbour Ballroom)
Tuesday, 9 August 2016
8:00-9:00
Exhibitor and Sponsor
Exhibitor and Sponsor Breakfast (Pier 5)
8:30-10:30
Presentations
Metro CentreMetro EastMetro WestHarbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 7Pier 8Pier 9
Evidence-based Literacy Intervention and Apps for Individuals Who Require AACEvidence-based Literacy Intervention and Apps for Individuals Who Require AACJanice Light, Penn State University; David McNaughton, Penn State University; Jessica Gosnell Caron, Penn State University PoWRRS Play communication protocol for young children with physical disabilities: Moving evidence into practicePoWRRS Play communication protocol for young children with physical disabilities: Moving evidence into practicePatricia Dowden, University of Washington; Julie Feuerstein, University of Washington; Lesley Olswang, University of Washington Balancing MultiModal Communication: What girls with Rett Syndrome are teaching the experts about eye-gaze etc.Balancing MultiModal Communication: What girls with Rett Syndrome are teaching the experts about eye-gaze etc.Kate Ahern, AAC Teacher in private practice, AT Specialist Easter Seals MA; Linda Burkhart, Private Practice; Linda Burkhart; Judy Lariviere, Private Practice; Caroline Musselwhite, Private Practice: AAC Intervention; Susan Norwell , Co-Founder, Instructor: Rett University; Deanna Wagner, TherapyOne; Rosie Clark, Woodlands School Beyond Please & Thank You: The importance of teaching social communication to children using AACBeyond Please & Thank You: The importance of teaching social communication to children using AACMira Shah, Microsoft; Kristen Gray, A T for ALL Putting Patient-Provider Communication at the Forefront: Overcoming Barriers through Phases of Pediatric Inpatient Program DevelopmentPutting Patient-Provider Communication at the Forefront: Overcoming Barriers through Phases of Pediatric Inpatient Program DevelopmentRachel Santiago, Boston Children's Hospital; John Costello, Boston Children's Hospital; Jane Quarles, St. Louis Children's Hospital; Claire Francin, St. Louis Children's Hospital; Tami Altschuler, New York University Langone Medical Center; RUSK Rehabilitation Coaching increased communication competence in AAC UsersCoaching increased communication competence in AAC UsersHeidi Rabe, Northern Suburban Special Education District; Jennifer Knudson, Norther Suburban Special Education District Presentations: Pier 2Silent Witnesses: AAC and legal capacityRosemary Crossley, Anne McDonald Centre; Chris Borthwick, Anne McDonald CentreCommunication with Patients with Acquired Speech-Language Disorders in a Rehabilitation Hospital: Staff Perceptions and PracticesTal Lebel, University of Haifa; Bat El Katz , Loewenstein Hospital - Rehabilitation Center; Aren Awad, Loewenstein Hospital - Rehabilitation Center; Galit Ben-Or, Loewenstein Hospital - Rehabilitation Center; Mali Gil, Loewenstein Hospital - Rehabilitation Center Presentations: Pier 3Semantic Intervention in AAC: Engaging Learners with Digital MediaCarole Zangari, Nova Southeastern UniversitySocial Media and Scanning Access: Navigating Solutions Part IIElizabeth Baird, Holland Bloorview Kids Rehabilitation Hospital; Marlee Bell, Holland Bloorview Kids Rehabilitation Hospital; Samantha Millar; Anne Marie Renzoni, Holland Bloorview Kids Rehabilitation Hospital; Ari Rivera, Holland Bloorview Kids Rehabilitation Hospital Presentations: Pier 4Creating a non-English core word vocabulary: Challenges faced while developing the Spanish Proloquo2Go vocabularyJose Antonio Pérez Madrid, AsssistiveWareTeaching Core and Language in Bilingual SettingsStefanie Sachse, PhD, University of Cologne; Lena Schmidt, University of Cologne; Jens Boenisch, PhD, University of CologneThe Words, Whys and Ways to Implement Core Word Vocabulary in SchoolsJennifer Marden, AssistiveWare; Amanda Hartmann, AssistiveWare Presentations: Pier 7Attitudes towards AAC among teachers/parents of children with disabilities and support analysis in ChinaXueyun Su, Department of Special Education, East China Normal University; Fei Wang, Donglifengmei Special School; Stephen von Tetzchner, Department of Psychology, University of OsloPARENTS OF CHILDREN WITH COMPLEX COMMUNICATION NEED: FAMILY STRESS AND QUALITY OF LIFEChiara Rinaldi, Centro Polifunzionale Don Calabria; Monica Bellavita, Centro Polifunzionale Don Calabria; Donata Costalunga, Centro Polifunzionale Don Calabria; Samantha Weninger, Centro Polifunzionale Don Calabria; Fabiana Altafini, Centro Polinfunzionale Don Calabria; Lara Polo, Centro Polifunzionale Don Calabria; Beatrice Brugnoli, Centro Polifunzionale Don CalabriaBrazilian Family Attitudes toward Aided Communication intervention and UseDEBORA DELIBERATO, Department of Special Education - UNESP/BRAZIL; Stephen von Tetzchner, Department of Psychology/University of Oslo Presentations: Pier 8Movement Matters!! Children with SSPI Use Hands-free Support Walkers to Move, Play, Interact, and LearnMary Hunt-Berg, The Bridge School; Christine Wright-Ott, The Bridge School; Joy McCollum-Franco, The Bridge SchoolAAC in mainstream schooling. Four motor disability cases.Marc Coronas Puig-Pallarols, UTAC - Universitat de Barcelona; Emili Soro-Camats, UTAC - Universitat de Barcelona; Maria Dolors Suárez Ros, UTAC - Universitat de Barcelona; Eva Franch Bo, UTAC - Universitat de BarcelonaOptimizing the interface of Augmentative and Alternative Communication devices in children with dyskinetic cerebral palsyMatteo Bertucco, University of Southern California; Juliet Henderson, Stanford Children's Health; Terence D. Sanger, University of Southern CaliforniaThe effect of non-powered mobility on the engagement of young children with severe mobility impairment.Kirsty Bastable, University of Pretoria; Shakila Dada, Centre for Augmentative and Alternative Communication; CJE Uys, Centre for Augmentative and Alternative Communication Presentations: Pier 9Promoting Communication in Inclusive Settings: Collaboration and Peer Support for Students who use AACElizabeth Biggs, Vanderbilt UniversityUsing the Communication Matrix Suite to Improve Educational Goals and Outcomes for AAC UsersCharity Rowland, Oregon Health & Science University; Emily Quinn, Vanderbilt University; Alexandria Cook, Oregon Health & Science UniversityManaging sensation for intelligible, autonomous/functional communicationHaylee Parfett, Cerebral Palsy Education Centre; Fiona Beauchamp, Cerebral Palsy Education CentreUsing the ICF to improve language learning outcomesHarriet Korner, Harriet Korner Consulting
9:00-10:30
Presentations
Presentations: Yonge Room (Yonge Room)Importance of Interactions: A Few Examples of Unaccidental EncountersMichal Wozniak, Mówić Bez Słów AssociationExperiences of people with Complex Communication Needs developing romantic or sexual relationships: Preliminary findingsDarryl Sellwood, Flinders University of South Australia; Parimala Raghavendra, Flinders University of South Australia; Paul Jewell, Flinders University of South Australia; Ruth Walker, Flinders University of South Australia
9:30-10:30
Presentation
Presentation: Pier 5 (Pier 5)AAC for every kid! Creating an inclusive communicative pre-school environment using the ComPAL-modelClaesson Britt, DART Centre for AAC and AT; Thunberg Gunilla, DART Centre for AAC and AT; Helena Molker Lovén, DART Centre for AAC and AT; Lejla Kocan, DART Centre for AAC and AT; Irena Mlinaric , Potocniza
10:30-11:00
Break
Break AM -- Tuesday (Frontenac Foyer (Exhibit Booth Premium))
11:00-12:30
Presentations
Metro CentreMetro EastMetro WestHarbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 7Pier 8Pier 9Yonge RoomQueen's Quay
Presentations: Metro CentreEmerging Identities in Interaction: AAC and stanceRenee Starowicz, San Francisco State University and University of California, Berkeley; Gloria Soto, San Francisco State UniversityPresence and use of AAC resources in public schools in São Paulo, BrazilEduardo José Manzini, Department of Special Education/Unesp-Brazil; Manoel Osmar Seabra-Junior, Department of Education/ UNESP-BrazilApplying Cultural-Historical Activity Theory when Analysing Augmentative and Alternative CommunicationPer-Olof Hedvall, Certec, Lund University; Bitte Rydeman, Certec, Lund University Presentations: Metro EastEASY BOARD – A NEW APPROACH TO THE PRODUCTION OF ALTERNATIVE COMMUNICATION BOARDSMiryam Pelosi, Federal University of Rio de Janeiro; Janaina Nascimento, Federal University of Rio de Janeiro; Neylla Carvalo, Federal University of Rio de Janeiro; Ana Lídia Guedes, Federal University of Rio de Janeiro; José Antonio Borges, Federal University of Rio de JaneiroIntroducing CommuniKate: The Open, Transferable, Symbol based, Page SetDr Joseph Reddington, e-QualityTime; Kate McCallum, N/A; Robert Williams, N/A - AAC userA Comparison of graphic symbol learning by children without disabilities across two instructional strategies.Yvonne Lynch, Central Remedial Clinic/Trinity College Dublin; Martine Smith, Trinity College Dublin Presentations: Metro WestParent Communication During Shared Book Reading with Girls with Rett SyndromeAllison Dennis, Center for Literacy and Disability Studies, University of North Carolina at Chapel HillTeaching Movements for Communication for Individuals who have Rett SyndromeLinda Burkhart, Linda J. Burkhart; Fiona Beauchamp , Cerebral Palsy Education Centre; Gayle Porter, Cerebral Palsy Education Centre; Haylee Parfett, Cerebral Palsy Educaiton Centre Presentations: Harbour ACreatively Implement Communication in the ClassroomJoni Nygard, Attainment Company; Jill Tullman, Jill Tullman & AssociatesImproving the performance of Multifunctional Resource Rooms teachers in using AAC resourcesLEILA REGINA NUNES, UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO; CAROLINA SCHIRMER, UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO; JANAINA LARRATE, INSTITUTO HELENA ANTIPOFF; MARISTELA SIQUEIRA, INSTITUTO HELENA ANTIPOFF; VERA LUCIA VAL, INSTITUTO HELENA ANTIPOFF Presentations: Harbour BCOCP in the classroom: Effects of training and coaching teachers on equal participation in groupsMargriet Heim, Kohnstamm Institute UvA; Annemiek Veen, Kohnstamm Institute UvA; Marjan Veen, Heliomare education and rehabiliation; Elise Brinkman, Heliomare rehabilitationTeaching Students with Complex Communication Needs: Free Professional Development and Instructional ResourcesPenelope Hatch, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill; Karen Erickson, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill Presentations: Harbour C“A Picture’s Worth a Thousand Words.” An AAC Intervention to increase participation for childrenJamie Boster, Ohio University; John McCarthy, Ohio UniversityExploring the Effect of Aided Language and Explicit Instruction Strategies on Children with Developmental disabilitiesMing Chung Chen, Chiayi University; Pei- Ling Chen, Chiayi University; Ya-ping Wu, Chiayi University Presentations: Pier 2Using a Vocabulary File in Touch Chat for People with Aphasia: Case StudiesLois Turner, CAYA; Anne MacCallum, Columbia Speech & Language Services; Sarah Gauthier, CAYA; Taucha Gretzinger, CAYAAphasia iPad User Group: Establishing a Collaboration between Users, Therapists and ResearchersRolf Black, University of Dundee; Annalu Waller, University of Dundee; Laorag Hunter, NHS Scotland; Amy Hanschell, NHS Scotland; Eddie Gasowski, Speakeasy; Helen Gowland, Speakeasy Steps Toward Preparing People with Complex Communication Needs for Emergencies and Medical EncountersSteps Toward Preparing People with Complex Communication Needs for Emergencies and Medical EncountersHarvery Pressman, Central Coast Children's Foundation; Sarah Blackstone, Augmentative Communication, Inc Presentations: Pier 4Basic Concept Depiction: The Study of IconicityMorgan Ashworth, University of Tennessee Health Science Center; Jillian McCarthy, University of Tennessee Health Science Center; Allison Wegman , University of Tennessee Health Science CenterCore word templates to scaffold language development in Proloquo2GoJennifer Marden, AssistiveWare; David Niemeijer, AssistiveWare"Efshar Lomar" A robust core vocabulary display design supporting languages with rich morphologySharon Shaham, Omer Center for Augmentative and Alternative Communication Presentations: Pier 5Reading-Related Phonological Processing Interventions for Individuals who use AACApril Yorke, Pennsylvania State University; Janice Light, Pennsylvania State UniversityHow AAC Brought Us Together – Vocabulary Development and Language Acquisition in Early Family-Child InteractionTal Govrin; Judy Seligman-Wine Presentations: Pier 7Toward clarification of augmented input techniques for persons with developmental disabilities who use aided AACAnna Allen, MGH Institute of Health Professions; Ralf Schlosser, Northeastern University; Kris Brock, California State University, Fullerton; Howard Shane, Boston Children's HospitalAugmentative and Alternative Communication for Adults with Total Locked-In SyndromeBetts Peters, Oregon Health & Science University; Brandon Eddy, Oregon Health & Science University; Kendra McInturf, The ALS Association, Oregon & SW Washington Chapter; Melanie Fried-Oken, Oregon Health & Science University Presentations: Pier 8Moving Beyond the Device Mentality for AACBrian Whitmer, CoughDrop, Inc.Transforming a Snoezelen Room: Creating Opportunities for Early Communication and Switch SkillsElizabeth Baird, Holland Bloorview Kids Rehabilitation Hospital; Jennifer Mays, Holland Bloorview Kids Rehabilitation Hospital; Ari Rivera, Holland Bloorview Kids Rehabilitaiton HospitalKinesicMouse: More-Than-Meets-the-Eye Head and Face Controlled MouseMichael Cullen, West Park Healthcare Centre; Suzanne Scinto, West Park Healthcare Centre; Marc Tasipit, West Park Healthcare Centre Presentations: Pier 9Access to AAC in a geographical sample of children with CPKristine Stadskleiv, Oslo University Hospital; Stephen von Tetzchner, University of Oslo; Reidun Jahnsen, Oslo University Hospital; Guro L. Andersen, Vestfold Hospital Trust, The Cerebral Palsy Registry of NorwayA SPEECH-TO-IMAGE APP FOR COMMUNICATION PARTNERS TO FOSTER MODELING AND TO SUPPORT RECEPTIVE COMMUNICATIONElena Radici, Centro Benedetta D'Intino and Georgia Regents University; Jennifer Mitchell, Old Dominion University; Gianluca De Leo, Georgia Regents UniversityComAlong PIMD – evaluation of a communication course for parents of children with multiple disabilitiesAnna Rensfeldt Flink, Habilitering och Hälsa, Västra Götalandsregionen; Gunilla Thunberg, DART, Sahlgrenska University Hospital; Malin Broberg, Habilitering och Hälsa, Västra Götalandsregionen Presentations: Yonge RoomSpeaking Musically - Goes without Saying!Shirley McNaughton, Blissymbolics Communication Institute-Canada; Aaron Lightstone, Music Therapist Toronto; Audrey King, retired psychologistThe journey of the Imagining Possibilities Leadership TeamJennifer Jimenez, Aiding Dramatic Change in Development; stephen Sillett, Aiding Dramatic Change in Development; Elaine Drover, Imagining Possibilities Leadership Team; Christine Jimenez, Imagining Possibilities Leadership Team; Gabriel Ly, Imagining Possibilities Leadership Team; Irene Kraus, Imagining Possibilities Leadership Team Presentations: Queen's QuayEnvironmental Barriers and Facilitators in the use of AAC Brazilian Experience: SLP and families’ perspectiveNátali Romano, UNICAMP - University of Campinas; Regina Chun, UNICAMP - University of Campinas; Ana Ramos, UNICAMP - University of CampinasMeaning-making and AAC Intervention: Engagement and ParticipationErna Alant, Indiana University; Lindsey Ogle, Indiana UniversityDialogic Reading for Children with Autism Spectrum Disorders: A Review of AAC Needs and InterventionsSusannah Boyle, Pennsylvania State University; Shelley Chapin, Pennsylvania State University; David McNaughton, Pennsylvania State UniversityQuality of Life of Children who use AAC: Child, Sibling, and CaregiverRebecca Hrad, B.A., Fontbonne University; Gale Rice, Ph.D., CCC-SLP, Fontbonne UniversityHow do the participants make aided conversations in their everyday interaction? A research plan.Irina Savolainen, University of Helsinki; Kaisa Launonen, University of HelsinkiAAC services via mobile health technology applications: SLP and caregiver perceptions in rural South Africa.Juan Bornman, University of Pretoria; MaryAnn Romski, Georgia State University; Rose Sevcik, Georgia State UniversityImplementation of AAC aids in schools for students with special educational needs: teachers’ perceptionsKerstin Tönsing, Centre for Augmentative and Alternative Communication; Shakila Dada, Centre for Augmentative and alternative CommunicationDeveloping communication support for elderly people with cognitive impairments in the IN LIFE projectSandra Derbring, DART, Sahlgrenska University Hospital; Margret Buchholz, DART, Sahlgrenska University Hospital; Katarina Mühlenbock, DART, Sahlgrenska University Hospital; Mats Lundälv, Blissymbolics Commmunication InternationalSelf-reports of adults with developmental disability using mobile technology for independence and community livingPatricia Politano, University of Illinois at Chicago, Assistive Technology Unit; Stephanie Bay, University of Illinois at Chicago, Assistive Technology Unit; Julie Vryhof , University of Illinois at Chicago, Assistive Technology UnitLIFE After High School and AACNadia Troisi, March of Dimes CanadaFrom experience to communicationEmmy Kjelmann, Treatmentcenter ØSTERSKOVEN; Britta Husted, Special School VUK AalborgLITERACY DEVELOPMENT IN CHILDREN WITH AUTISTIC SPECTRUM DISORDERS : CASE STUDENTSILVIA DE ROBERTIS, 1 C.D. "Don Pappagallo"-Terlizzi, Gocce nell'oceano onlus-CoratoParent-reported effectiveness of AAC interventions for youth: A systematic review of outcome measuresAmie Kron, Bloorview Research Institute; Stephen Ryan, Bloorview Research InstituteMillars' Eastern TourSamantha MillarBreathing new life into communication: Making an old book new againRoslyn Irvine, West Park Healthcare Centre; Malerie Beach, West Park Healthcare Centre; Jason Nicholls; Paul Meyers; Eva Miodonski, PACE Independent LivingWhy do we want to talk about sexuality?Agnieszka Pilch, “The Step by Step” Complex Non-Public Special Schools in Zamość, in Poland; Bartłomiej Nowosadowski, ”A Step Futher” Self-Help Centre for Adults in Białobrzegi, in Poland; Izabela Fornalik, University of Warsaw; Stanisław Pilch, “The Step by Step” Complex Non-Public Special Schools in Zamość, in Poland“It’s not our children, but we who are really disabled”: Parent perspectives from IndiaMonica Kaniamattam, UNIVERSITY OF LOUISIANA AT LAFAYETTE; Judith Oxley, UNIVERSITY OF LOUISIANA AT LAFAYETTE; Jack Damico, UNIVERSITY OF LOUISIANA AT LAFAYETTE
12:30-14:00
Lunch
12:45-14:00
ISAAC Governance
Harbour APier 2Pier 3Pier 4Pier 5Pier 7Pier 8Pier 9
Chapter Meetings (Group One): ISAAC-USA (USSAAC) Chapter Meetings (Group Two): ISAAC-India Chapter Meetings (Group One): ISAAC-Brazil Chapter Meetings (Group One): ISAAC-Canada Chapter Meetings (Group One): ISAAC-Australia Chapter Meetings (Group One): ISAAC-Denmark Finland Meeting Chapter Meetings (Group One): ISAAC-FSC (French-Speaking Countries)
14:00-15:30
Plenary
ISAAC Outstanding Consumer Lecture Award (Metro Ballroom)
15:30-16:00
Break
Break PM -- Tuesday
16:00-17:30
Presentations
Harbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 8Pier 9Yonge Room
Speech Generating Device Funding in the United States: Current Opportunities and IssuesSpeech Generating Device Funding in the United States: Current Opportunities and IssuesLewis Golinker, Assistive Technology Law Center Students with Communication, Intellectual & Physical Challenges CAN Read - Phonics Instruction WITHOUT the Drill!Students with Communication, Intellectual & Physical Challenges CAN Read - Phonics Instruction WITHOUT the Drill!Gretchen Hanser, Literacy, Learning & Communication; Caroline Musselwhite, AAC Intervention Consistent Structure – Individual TrainingsConsistent Structure – Individual TrainingsJens Boenisch, University of Cologne; Stefanie Sachse, University of Cologne Presentations: Pier 2Learning Effect of Sentences Production by the Voice-Output Communication Aid in a Stroke PatientTing-Fang Wu, Graduate Institute of Rehabilitation Counseling, National Taiwan Normal University; Hung-Wen Yu, Department of Rehabilitation, Mackay Memorial Hospital; Ming-Chung Chen, Department of Special Education, National Chiayi UniversityReclaiming Life: Use of AAC after Stroke or Brain Injury to Restore Participation in LifeMarleah Herman-Umpleby, TobiiDynavox; Holly Schneider, TobiiDynavox Presentations: Pier 3Structured use of eyegaze-technology for beginning (early) users and people with ambiguous consciousnessSabrina Beer, LogBUK GmbH; Stephanie Leisner, LogBUK GmbHParent Report of Potential Communicative Acts in Individuals with CHARGE SyndromeSusan Bashinski, Missouri Western State University; Barbara Braddock, St. Louis University; Clarissa Huffman, Missouri Western State University; Jennifer Heithaus, St. Louis University School of MedicineLook What Eye Can Communicate! Eye Tracking Technology for Girls With Rett SyndromeKelli Vessoyan Vessoyan, Thames Valley Children's Centre; Gill Steckle, Thames Valley Children's Centre; Barb Easton, Thames Valley Children's Centre; Janette McDougall, Thames Valley Children's Centre; Victoria Siu, London Health Sciences Centre; Carrie Laskey, Thames Valley Children's Centre Presentations: Pier 4Supporting language/literacy skills of people who use AAC: What’s cooking?Deanna Wagner, TherapyOne; Kate Ahern, Private Practice; Kimberly Daswick, Parent Advocate; Sidney Daswick, AAC User; Carole Zangari, Executive Director, Nova Southeastern University Center for Autism and Related DisabilitiesThe MELD Project: A Language and Literacy Initiative for PreK Children with Complex Communication ChallengesKim Galant, Technical Assistance and Training Project for PreK (TATS); Carole Zangari, Nova Southeastern University; Nancy Inman, Speech-Language Pathologist; Rena Carney, Saltillo Corporation; Lori Wise, University of Miami Center for Autism and Related Disabilities Presentations: Pier 5Building communication accessible school communitiesGayle Porter, Cerebral Palsy Education Centre; Haylee Parfett, Cerebral Palsy Education Centre/Haylee Parfett“Just-in-time” programming: developmental appropriateness and implications for beginning communicatorsChristine Holyfield, Pennsylvania State University; Kathryn Drager, Pennsylvania State University; Jessica Caron, Pennsylvania State Univeristy; Janice Light, Pennsylvania State UniveristyUsing the iPad to support peer interaction for preschool children with complex communication needsMichelle Therrien , Penn State University; Janice LIght, Penn State University Presentations : Pier 8Factors that enhance/inhibit children with cerebral palsy, to access switches for leisure and communicationFiona Beauchamp, Cerebral Palsy Education Centre; Helen Bourke-Taylor, Australian Catholic University (Melbourne Campus); Ted Brown, Monash UniversityProducing a Bilingual Training Video: A Cross-Border CollaborationGabriela Berlange, CATIC; Sarah Blackstone, Dr.; Christine Roman-Lantzy, CVI Resources Presentations : Pier 9“It’s a Magic Board!” Introducing Augmentative and Alternative Communication (AAC) to Preschoolers with AutismSarah M Yong, SPD; Dawn Patricia Young, SPD; Deborah Xinyi Yong, SPD; Phey San Seah, SPD; Ridhima Batra, SPD; Nirmalayga Govindasamy, SPD; Lay Keong Yeo, SPDReducing negative emotional reactions in a child with autism through AAC: Experiences from ChinaMenglin Sun, Wucailu Center for Children with Autism; Xiaoning Wang , Wucailu Center for Children with Autism; Kristine Stadskleiv, Department of Psychology, University of Oslo; Stephen von Tetzchner, Department of Psychology, University of Oslo Presentations : Yonge RoomAnthony's Story: AAC Access and BeyondMary Kay Walch, BlueSky Designs; Anthony ArnoldPutting the Social into Social Media: How to Make Connections Online and In-PersonGlenda Watson Hyatt
16:00-16:30
Presentations
Collaborating for Success: Regional Collaborative Service Delivery for Children and Youth with CCN in Alberta (Pier 7)Collaborating for Success: Regional Collaborative Service Delivery for Children and Youth with CCN in AlbertaKathy Howery, Government of Alberta; Roy McConnell, Government of Alberta
16:30-17:30
ISAAC Governance
ISAAC Executive Board (EB) "Meet and Greet"
19:00-22:00
Social
Social Event (Steam Whistle Brewing)
Wednesday, 10 August 2016
8:30-10:30
Presentations
Metro CentreMetro EastMetro WestHarbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 7Pier 8Pier 9Yonge Room
Designing effective AAC systems for young children with complex communication needs to support communication developmentDesigning effective AAC systems for young children with complex communication needs to support communication developmentJanice Light, Penn State University Problem-solving access for students with complex communication, sensory and motor challenges in inclusive school settingsProblem-solving access for students with complex communication, sensory and motor challenges in inclusive school settingsGayle Porter, Cerebral Palsy Education Centre; Fiona Beauchamp, Cerebral Palsy Education Centre; Linda Burkhart, Linda Burkhart Providing Communication Access for Patients: The Role of AAC Across Healthcare SettingsProviding Communication Access for Patients: The Role of AAC Across Healthcare SettingsSarah Blackstone, Dr.; David Beukelman, UNiversity of Nebraska and Munroe Meyer Rehabilitation Center; John Costello, Children's Hospital-Boston; Richard Hurtig, Professor Emeritus, The University of Iowa; Lisa Bardach, Communication Solutions and ALS of Michigan; Kathryn Yorkston, University of Washington, Rehabilitation Medicine Teaching Conversational Skills for AAC users through Video ModelingTeaching Conversational Skills for AAC users through Video ModelingKaylea Hanson, Northglenn High School STEM, Adams 12 Five Star School District; Camille Harris, Northglenn High School STEM, Adams12 Five Star School District; Maureen Castillo, Adams 12 Five Star School District Where are the Books for Students with Complex Communication and Physical Needs?Where are the Books for Students with Complex Communication and Physical Needs?Gretchen Hanser, Literacy, Learning & Communication; Deanna Wagner, Southwest Human Development Importance of and strategies to support social media use for individuals who use AACImportance of and strategies to support social media use for individuals who use AACPammi Raghavendra, Flinders University; Amanda Hynan, Leeds Beckett University; Janice Murray, Manchester Metroploitan University; Darryl Sellwood, Flinders University; Emma Grace, Flinders University Presentations: Pier 2An AAC social media intervention for people with primary progressive aphasiaAimee Mooney, Oregon Health & Science University; Bedrick Steven, Oregon Health & Science University; Kyle Gorman, Google, Inc.; Glory Noethe, Oregon Health & Science University; Amy Golinker, Oregon Health & Science University; Melanie Fried-Oken, Oregon Health & Science UniversityImproving Communication and Participation in Mental Health & Social Justice Settings using Visual SupportDouglas Watt, Widgit SoftwareUsing Visual Scene Displays to Improve Storytelling Conversations by Adults with AphasiaJoanne Lasker, Emerson College; Kristen Holz, Emerson College Presentations: Pier 3Early Development of Emotional Competence Tool for Children with Complex Communication Needs: Development and EvidenceJi Young Na, Kansas State University; Krista Wilkinson, Pennsylvania State University; Jiali Liang, Pennsylvania State University; Gabriela Rangel Rodriguez, Centro de Apoyo Tecnológico para la Comunicación y el Aprendizaje (CATIC)Improving Professional Development for School Staff: Supporting AAC Users in the ClassroomJill Senner, Technology and Language Center, Inc.; Baud Matthew, Niles Township District for Special Education Presentations: Pier 4ToneTable – starting a hands on conversation about tone of voice in AACShannon Hennig, Inclusive Communication; Graham Pullin, DJCAD, University of DundeeThe meaning of voice in the lives of young people who speak through SGDsKathy Howery, University of Alberta Presentations: Pier 5Integrating Language Development and Technology for Students with Multiple DisabilitiesAmanda Soper, St. Coletta Public Charter School; Lauren Lamore, St. Coletta Public Charter SchoolCome on Sign Out LoudSally Featon, Scope Beaumont College; Kate McCallum, Scope Beaumont College Presentations: Pier 7Comprehension, Technology, Research and Practice: Bring it All Together for Students who use AACMaureen Donnelly, TobiiDynavoxAAC as a support during clinical assessment and intervention within child psychiatryGunilla Thunberg, DART Centre for AAC and AT; Ingrid Mattsson-Müller, DART Centre for ACC and AT; Johanna Beijer, Department of Health and Rehabilitation, University of Gothenburg; Emelie Karlsson, Department of Health and Rehabilitation, University of GothenburgDeveloping Participation: An AAC Model for Practitioners, Parents, and ChildrenLesley Mayne, California Baptist University; Rogers Sharon Presentations: Pier 8Vision technology: Exploring the software, potential issues,Julia Foster, Vision Technology Service, Inclusive Design Research Centre, OCAD UniversityAssessment of cognition and follow-up of AAC interventions in two children with visual impairmentsLisbeth Seeland, Department of Child Neurology, Oslo University Hospital; Hilde Aven Lillehaug, Department of Child Neurology, Oslo University Hospital; Kristine Stadskleiv, Department of Child Neurology, Oslo University HospitalMeeting the Communication Needs of AAC Users with Low Vision or BlindnessElizabeth Korpal, West Park Healthcare Centre; Julia Foster, Vision Technology Service, Inclusive Design Research Centre Presentations : Pier 9Communication Access to JusticeBarbara Collier, Communication Disabilities Access Canada; Howard Shane, Boston Children's Hospital; Diane Bryen, Temple UniversityMESSAGE BANKING: COMPARING PERCEPTIONS OF PEOPLE WITH MND, SIGNIFICANT OTHERS AND SPEECH LANGUAGE PATHOLOGISTS.Imke Oosthuizen, Centre for Augmentative & Alternative Communication (CAAC) University of Pretoria; Dr. Shakila Dada, Centre for Augmentative & Alternative Communication (CAAC) University of Pretoria; Prof. Juan Bornman, Centre for Augmentative & Alternative Communication (CAAC) University of PretoriaTestifying in court: Vocabulary required by illiterate individuals with complex communication needsRobyn White, Centre for Augmentative and Alternative Communication; Juan Bornman, Centre for Augmentative and Alternative Communication; Ensa Johnson, Centre for Augmentative and Alternative Communication Presentations : Yonge RoomAAC brought us together -and changed our lifesMats Lundberg, Vaxjo municipality; Linda Bjork, Vaxjo municipality; Mariana Friberg, Vaxjo municipalityYoung Aided Communicators Narrating Events from VideosDEBORA DELIBERATO, Department of Special Education - UNESP/BRAZIL; Stephen von Tetzchner, Department of Psychology/University of OsloThe Power of Humor When the Going Gets Tough: One Teen AAC User SharesKate Ahern, Easter Seals MA; Owen Dybvig
10:30-11:00
Break
Break AM -- Wednesday (Frontenac Foyer (Exhibit Booth Premium))
11:00-12:30
Presentations
Metro CentreMetro EastMetro WestHarbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 7Pier 8Pier 9Yonge RoomQueen's Quay
Presentations: Metro CentreThe Bridge: Informal, Structured-Portfolio Assessment of Emergent LiteracyAllison Dennis, Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill; Karen Erickson, Center for Literacy and Disability Studies, University of North Carolina at Chapel HillALL: Accessible Literacy Learning for ALL LearnersMarleah Herman-Umpleby, TobiiDynavox Presentations: Metro EastAn Flexible Open Source Sensor Hub for AACYih Lerh Huang, Bruyère Continuing Care; Bocar N'Diaye, Bruyère Continuing Care; Bruce Braidek, Bruyère Continuing CareDigital Framework for Accessible InformationRodrigo Cintra Vasquez Dias, DCA-FEEC State University of Campinas; Miryam Bonadiu Pelosi, Department of Occupational Therapy, Federal University of Rio de JaneiroVoIP software as an accessible way of communicationSteeve Gauthier, Centre Montérégien de réadaptation Presentations: Metro WestOut and About Turns 20! Community Outings to Support AAC Learning and GeneralizationDeanna Wagner, Southwest Human Development; Caroline Musselwhite, AAC Intervention; Krista Howard, Self employed AAC user and mentor; Kimberly Daswick, Parent Advocate; Sidney Daswick, AAC User and MentorThe “pharmacy-project” as an example of a community based approach of AACSusanne Mischo, Carl von Ossietzky Universität Oldenburg; Birgit Hennig, Carl von Ossietzky Universität Oldenburg; Andrea Erdélyi, Carl von Ossietzky Universität Oldenburg Presentations: Harbour AA Comparison of Low-Tech Eye Gaze MethodsJaclyn James, University of Northern Iowa; Kyle Saddoris, University of Northern Iowa; Evette Edmister, University of Northern IowaAre Children Seeing the Same Thing as Adults? Comparing Eye-movements During a Symbol Search TaskMaxine Perrin, Laurentian University/University of Ottawa; Manon Robillard, Laurentian University; Annie Roy-Charland, Laurentian University Technology supports for language development in AAC usersTechnology supports for language development in AAC usersAjit Narayanan, Avaz Inc; Lucas Steuber, LanguageCraft; Rajesh Kumar, Indian Institute of Technology, Madras Presentations: Harbour CChanging systems for individual outcomesJane Farrall, Jane Farrall ConsultingAAC Service Delivery: Caregiver Coaching Works!Karen Casey, Durham CDSA Presentations: Pier 2Why isn’t eye gaze as simple as it looks? Challenges for adults with acquired conditionsLiza Culligan, Toronto Rehab UHN; Loralee MacLean, Toronto Rehab UHNAAC pathway in patients with ALS: the experience at a neuromuscular dedicated clinic (NEMO Center)Giordana Donvito, Nemo Clinical Center; Irene Malberti, Nemo Clinical Center; Andrea Linzio, Nemo Clinical Centre; Victor Ugo Stoppani; Christian Lunetta, Nemo Clinical Center; Valeria Sansone, Nemo Clinical CenterResults of a 3 years study of a BCI-based communicator for advanced ALS patientsPasquale Fedele, LiquidWeb s.r.l.; Myriam Gioia, LiquidWeb s.r.l. Presentations: Pier 3Apps for communication – project results and user casesMargret Buchholz, DART, Sahlgrenska University Hospital; Ingrid Mattsson Müller, DART, Sahlgrenska University Hospital; Sandra Derbring, DART, Sahlgrenska University HospitalTeaching Young Children to Ask Inverted Yes-No Questions using Apps: An Aided AAC Modeling InterventionJennifer Kent-Walsh, University of Central Florida & FAAST; Cathy Binger, University of New Mexico; Nancy Harrington, University of Central Florida & FAAST Presentations: Pier 4Alternative and augmentative communication in higher education - AAC awarenessDAMJANA KOGOVSEK, University of Ljubljana, Faculty of Education; MIHAELA VOVK; INGRID ZOLGAR, University of Ljubljana, Faculty of Education; JERNEJA NOVSAK BRCE, University of Ljubljana, Faculty of Education; MARTINA OZBIC, University of Ljubljana, Faculty of Education Presentations: Pier 5Current augmentative and alternative communication practices: South African speech language pathologists’ perceptionsYvonne Murphy, University of Pretoria; Dr Shakila Dada, University of Pretoria; Dr Kerstin Tonsing, University of PretoriaAAC in low income countries: Understanding the ContextPenny Parnes, International Centre for Disability and Rehabilitation, University of Toronto; Goli Hashemi, Samuel Merritt University; Janet Njelesani, New York Institute of Technology Presentations: Pier 7Keeping in Touch and Growing Together: Deafblind AAC CampKansinanat Thongbai, Perkins International Asia/Pacific Program-Thailand; Nitha Ungsuprasert, Communication Literacy Universal Education CentreTools and strategies to support communication, writing and independence for a student who is BlindLaurel Robinson, Holland Bloorview Kids Rehabilitation Hospital, Communication and Writing Aids Service; Catherine Ashley, Toronto District School Board, Special Education and Support Services; Sheri McClement, Holland Bloorview Kids Rehabilitation Hospital, Communication and Writing Aids Service; Deborah Velsher, Holland Bloorview Kids Rehabilitation Hospital, Communication and Writing Aids ServiceTechnology-Assisted Language Intervention for Children who are Deaf or Hard-of-HearingSandra Grether, Cincinnati Children's Hospital Medical Center; Rose McAuley, Cincinnati Children's Hospital Medical Center; Jareen Meinzen-Derr, Cincinnati Children's Hospital Medical Center Presentations : Pier 8The communication partner's modeling of communication aid use in everyday contextsNiklas Noren, Dept of Education, Uppsala University; Maja Sigurd Pilesjö, Dept of Language and Communication, University of Southern DenmarkAn Evening of AAC: Developing parents knowledge of AAC through storybook-based online trainingPaul AndresPartners in Storytelling: An exploration of narratives with peers, parents and professionalsMartine Smith, Trinity College Dublin; Janice Murray, Manchester Metropolitan University; Stephen von Tetzchner, Oslo University Presentations : Pier 9Click2Speak: From personal experience to AAC product, writing software using only your eyesGal Sont, Click2Speak; Dan Russ, Click2Speak; Debby Ben-Tal, Ezer-Mizion; Yonit Hagoel-Karnieli, Ezer-MizionTowards Getting it 'Write': Designing Effective Writing Instruction for Students with CCN and SSPIHolly Peartree, The Bridge School Presentations : Yonge RoomNo Further On After 30 Years, Still Can't Speak Fast EnoughAlan McGregor, University of DundeeBeing Together. The Illusion of Loneliness and AAC.Thor Sandmel, ISAAC Norge Presentations: Queen's QuayEvaluating an AAC training for special education teachers based in a low-resource countryNimisha Muttiah, The Pennsylvania State University; Kathryn Drager, The Pennsylvania State University; David McNaughton, The Pennsylvania State University; Nadini Perera, Kelaniya UniversityTwo Case Studies Explaining the Importance of Hardware in AAC Decision MakingHolli Steiner, Heartspring; Julie Scherz, Wichita State University; Anthony Dilollo, Wichita State UniversityA Systematic Review of Aided Modeling for Children and Youth with Complex Communication NeedsElizabeth Biggs, Vanderbilt UniversityACE-LP: Augmenting Communication using Environmental Data to drive Language PredictionRolf Black, University of Dundee; Per Ola Kristensson, Dr P, University of Cambridge; Stephen J. McKenna, University of Dundee; Jianguo Zhang, University of Dundee; Annalu Waller, University of DundeeAll about AAC: 10 Years of Supporting Community Professionals in the field of AACAmita Bhargava Furgoch, Ottawa Children's Treatment Centre; Andrea Harrison, Ottawa Children's Treatment Centre; Susan Mendelsohn, Ottawa Children's Treatment CentreCommunication partner´s other-initiations of repair in AAC conversationSatu Kytöharju, Valteri Centre for Learning and Training, Ruskeasuo School; Kaisa Launonen, University of HelsinkiFriendships among Children who Use AAC and Their Peers: Research Review and Future DirectionsMarika King, Georgia State University; MaryAnn Romski, Georgia State UnivesityPediatric Nurses' Perceptions and Experiences with AACAmanda McRoy, UTHSC; Jillian McCarthy, UTHSCExpressive vocabulary of aided communicators when instructing physically able partners to construct physical modelsMunique Massaro, São Paulo State University; Kristine Stadskleiv, Oslo University Hospital; Stephen von Tetzchner, University of Oslo; Débora Deliberato, São Paulo State UniversityPROPOSE OF AN ASSISTIVE TECHNOLOGY DEVICE FOR ACCESS TO THE TABLET: SINGLE-CASE RESEARCH DESIGNGerusa Lourenco, Federal University of São Carlos; Natalia Petroni, Federal University of São Carlos; Iasmin Boueri, Federal University of São CarlosLanguage Activity Monitoring (LAM): Extended Data Logging to Handle Character-based LanguagesMing Chung Chen, Carnegie Mellon University; Katya Hill, Pittsburgh University; Eric Nyberg, Carnegie Mellon University; Szu-Han Chen, University of PittsburghThe Quality of the Evidence Supporting the Use of High-Tech AAC with People with ASDJennifer Ganz, Texas A & M University; Kristi Morin, Texas A & M University; Stephanie Gerow, Texas A & M University; Emily Gregoroi, Texas A & M University; Derya Genc Tosun, Anadolu UniversityTempt-Trigger Intervention to Promote Intentional Communication in Three Young Children with ASDCynthia Cress, University of Nebraska-Lincoln; Susan Lien, University of Nebraska-Lincoln; Heather Kampschnieder, University of Nebraska-Lincoln; HopeEllen Petro, University of Nebraska-Lincoln; Laura Thayer, University of Nebraska-Lincoln; Margaret Merrill, University of Nebraska-Lincoln; Josalyn Wittwer, University of Nebraska-LincolnMaternal Language Input to Young Children with ASD: Supporting the Transition to Early Word CombinationsBeth Breakstone, Penn State University; Janice Light, Penn State UniversityProtocol for assessing oral comprehension and reading in speech difficultiesANA PAULA GASTÃO ORLANDIN, SCHOOL OF SLP AND AUDIOLOGY - SANTA CASA DE SAO PAULO SCHOOL OF MEDICAL SCIENCES; SANDRA CRISTINA FONSECA PIRES, SCHOOL OF SLP AND AUDIOLOGY - SANTA CASA DE SAO PAULO SCHOOL OF MEDICAL SCIENCESA Narrative Review of Research on the Play of Children with Cerebral PalsyKate Anderson, Deakin University; Karen Stagnitti, Deakin University; Susan Balandin, Deakin University; Jane Edwards, Deakin University; Kelli Nicola-Richmond, Deakin University'A triple hermeneutic?: Levels of interpretation in qualitative data gathering with AAC users'Ria Bayliss, Cardiff Metropolitan University; Calum Delaney, Cardiff Metropolitan UniversityDo Students Really Need Communication Devices? Paraprofessionals’ Perspectives on AAC and InteractionDeanna Morrow, St Paul Public Schools; Mo Chen, University of MN Twin Cities; Jolene Hyppa-Martin, University of MN DuluthDevelopment of a questionnaire to measure the product opinions of youth who use AAC devicesHolly Surins, Department of Occupational Science & Occupational Therapy, University of Toronto; Catherine Wojnowska, Department of Occupational Science & Occupational Therapy, University of Toronto; Tracy Shepherd, Holland Bloorview Kids Rehabilitation Hospital/Bloorview Research Institute; Anne Marie Renzoni , Holland Bloorview Kids Rehabilitation Hospital/Bloorview Research Institute; Stephen Ryan , Holland Bloorview Kids Rehabilitation Hospital/Bloorview Research InstituteBRIEF INTERNATIONAL LITERATURE REVIEW ON SELECTIVE MUTISMDanielle Castelões, Universidade do Estado do Rio de Janeiro; Odila Mansur, INSTITUTO FEDERAL FLUMINESE; Leila Nunes, Universidade do Estado do Rio de Janeiro
12:30-14:00
Lunch
12:45-14:00
ISAAC Governance
Pier 2Pier 3Pier 4Pier 5Pier 7Pier 8Pier 9
Chapter Meetings (Group Two): ISAAC-Israel Chapter Meetings (Group Two): ISAAC-Italy Chapter Meetings (Group Two): ISAAC-UK (Communication Matters) Chapter Meetings (Group Two): ISAAC-Sweden Chapter Meetings (Group Two): ISAAC-Netherlands and Flanders Chapter Meetings (Group Two): ISAAC-Taiwan Chapter Meetings (Group Two): ISAAC-Norway
14:15-15:45
ISAAC Governance
ISAAC Membership and Awards Meeting (Harbor A and B)
15:30-16:00
Break
Break PM -- Wednesday (Frontenac Foyer (Exhibit Booth Premium))
16:00-17:30
Presentations
Harbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 9Yonge RoomQueen's Quay
Presentations: Harbour AA web forum for communication apps – development and designSandra Derbring, DART, Sahlgrenska University Hospital; Margret Buchholz, DART, Sahlgrenska University Hospital; Ingrid Mattsson Müller, DART, Sahlgrenska University HospitalInteractive Phonemic Awareness for Students with Complex Communication Needs: Apps IncludedCaroline Musselwhite, AAC Intervention; Laurie McCarthy-Meyer, Parent of person who uses AAC Presentations: Harbour BUsing popular media apps to enhance social-emotional relationships of children with complex communication needsOrly Hebel, Levinsky College of EducationJust-in-time programming of AAC apps for children with complex communication needsJanice Light, Penn State University; Jessica Gosnell Caron, Penn State University; Jessica Currall, Penn State University; Clark Knudtson, Penn State University; Merissa Ekman, Penn State University; Christine Holyfield, Penn State University; Beth Breakstone, Penn State University; Kathryn Drager, Penn State University Using Data Visualization with AAC Devices across Different LanguagesUsing Data Visualization with AAC Devices across Different LanguagesRussell Cross, Prentke Romich Company; Paul Andres, Prentke Romich Deutschland GmbH Presentations: Pier 2Optimizing Device Success for People with AphasiaLoralee Maclean, UHN Toronto Rehab; Jenna Jutzi, UHN Toronto Rehab; Saima Sheikh, UHN Toronto RehabThe attitudes toward and perceived communicative competence of individuals with aphasia using speech gnerating devicesKristofer Brock, California State University, Fullerton; Rajinder Koul, Texas Tech University HSC; Melinda Corwin, Texas Tech University HSC; Ralf Schlosser, Northeastern University Presentations: Pier 3Participation of communication partners when supporting physical exploration and instruction by aided communicatorsMunique Massaro, São Paulo State University; Kristine Stadskleiv, Oslo University Hospital; Stephen von Tetzchner, University of Oslo; Débora Deliberato, São Paulo State UniversityAAC Bootcamp: A Communication Partner Training Program to improve Augmentative and Alternative Communication SkillsMaija Gulens, Children's Hospital Colorado; Amy Frisbie, Children's Hospital ColoradoUsing Peer-mediated instruction with AAC to Support Students with Disabilities to participate in Science ActivitiesYa-Ping Wu, National Chiayi University; Ming-Chung Chen, National Chiayi University; Chun-Han Chiang, National Taiwan Normal University Presentations: Pier 4Using Digital Media in Preservice AAC EducationCarole Zangari, Nova Southeastern UniversityAAC and the Community of Practice paradigm: how newcomers learn from veteransLucia Reily, University of CampinasEFFECTS OF A TRAINING PROGRAM FOR RESOURCE ROOM TEACHERS ON CONCEPTUALIZING ASSISTIVE TECHNOLOGY AND AACLEILA REGINA NUNES, UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO; CAROLINA SCHIRMER, UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO; STEFHANNY SILVA, UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO; JANAINA LARRATE, INSTITUTO HELENA ANTIPOFF; MARISTELA SIQUEIRA, INSTITUTO HELENA ANTIPOFF; VERA LUCIA VAL, INSTITUTO HELENA ANTIPOFF; THATYANA MACHADO , UNIVERSIDADE DO ESTADO DO RIO DE JANEIRO Presentations: Pier 5Service Delivery: Improving Access to Care and Outcomes in Augmentative and Alternative CommunicationMargaret Ettorre, Holland Bloorview Kids Rehabilitation Hospital; Linda Buskin, Holland Bloorview Kids Rehabilitation Hospital; Ward Karen, Holland Bloorview Kids Rehabilitation CentreConsumer health informatics for people who use AAC: Views on eHealth records at homeBronwyn Hemsley, The University of Newcastle; Sue Balandin, Deakin University; Shaun McCarthy, The University of Newcastle; Megan Rollo, The University of Newcastle; Meredith Allan, Deakin University; Paulette van Vliet, The University of Newcastle; Natalie Adams, The University of Newcastle; Andrew Georgiou, Macquarie University; Sophie Hill, La Trobe UniversityEstablishing a Virtual Community of Practice: Enhancing AAC Intervention through Online CollaborationEmily Quinn, Vanderbilt University; Charity Rowland, Oregon Health & Science University; Alexandria Cook , Oregon Health and Science University Presentations : Pier 9Patterns of Reading with eye-tracking at school age children’s with cerebral palsyIolanda Gil, Centro de Reabilitação de Paralisia Cerebral Calouste Gulbenkian, Lisbon and Universidade Católica Portuguesa – Instituto Ciências da Saúde , Lisbon; Maria Nunes, Universidade Católica Portuguesa - Instituto de Ciências da SaúdeEyeGaze: The Newest Addition to the Classroom Access ToolkitSusie Blackstien-Adler, Bridges; Iain Wallace, Bridges Presentations : Yonge RoomLeadership In ISAACVic ValenticGatherings for AAC-users bring social closeness, friendship and participationEmmy Kjelmann, Treatmentcenter ØSTERSKOVEN; Dorte Aggerlin, Aabentoft; Astrid Lorenzen; Jeppe Forchammer Presentations: Queen's QuayEffectiveness of the “SClick” tablet-based app for communication with people with aphasiaMineko Booka, Department of Communication Sciences and Disorders,Prefectural University of Hiroshima; Saki Mizunaga, Hiroshima city Hiroshima citizens hospital; Ai Kato, Hiroshima city hokubu center children's treatment and guidance; Toshiharu  Nagahisa, Shinwa-group Kyoritsu Hospital; Shiori Notsu, Techno Project Japan Co.; Miyabi Sakai, Interdisciplinary Graduate School of Science and Engineering, Shimane University; Tetsuya Hirotomi, Interdisciplinary Graduate School of Science and Engineering, Shimane UniversityEffects of storytelling intervention using AAC on narrative skills of young adults with intellectual disabilityKyung-Im Han, Changwon National University; Da-Eun Ha, Changwon Vocational Rehabilitation Center"There is always time to stop for ten minutes". Supporting interaction with a HYP modelAssi Rohiola, University of Helsinki; Kaisa Launonen, University of Helsinki; Kaisa Martikainen, FAIDDSUPPORTING ADULT AAC DEVICE USERS THROUGH A PEER GROUP AND CONSULTINGAnnakaisa Ojanen, Communication and Technology Centre TikoteekkiPatient-centered conversations with a patient who has multiple disabilities in a medical settingHiromi Chinen, Chiba Rehabilitation Center; Tomoko Kiyasu, Chiba Rehabilitation CenterASSESSMENT PROTOCOL FOR ALTERNATIVE COMMUNICATION IN THE HOSPITAL SETTINGMiryam Pelosi, Federal University of Rio de Janeiro; Janaina Nascimento, Federal University of Rio de Janeiro; Vera Souza, Federal University of Rio de JaneiroUsing AAC to Teach Job Skills to Young Adults Who Have Autism Spectrum DisordersElizabeth Cannon, Fontbonne University; Dr. Gale Rice, Fontbonne UniversityThe Use of Text-to-Speech Devices by Adults with Developmental DisabilitiesPaul Harbridge, Surrey Place CentreThe Revised Communication Bill of Rights: An Advocacy ToolRose Sevcik, Georgia State University; MaryAnn Romski, Georgia State University; Amy Goldman, Temple University; Beth Mineo, University of DelawareIssues in Evaluating and Placing AAC Devices for People with ALS and FTDGale Rice, Fontbonne University; Carmen Russell, Fontbonne UnviversityThe Interpretation and Use of Emoji emoticons (Emojis) in Augmentative and Alternative Communication (AAC)Jenny O'Brien, Department of Clinical Speech and Language Studies, Trinity College Dublin; Martine Smith, Department of Clinical Speech and Language Studies, Trinity College DublinVocabulary Needs of People with Late-Stage ALS: Synchronous and Asynchronous Data CollectionMichelle Gutmann, Purdue UniversityPresentation of a speech therapy planning for insertion of the AAC in a rearguard hospitalGraziella Dallaqua, FonoClass Trianon; Camila Nascimento, FonoClass Trianon; Daniele Figueiredo, Fonoclass Trianon; Rodrigo Silva, Fonoclass TrianonTogether We Can Build an Universal Access Operating System For AACBocar Ndiaye, Bruyere Continuing Care; Yih Lerh Huang, Bruyere Continuing Care; Hilary Mckee, Bruyere Continuing Care; Ellen Endrew, Bruyere Continuing Care; Julia Luke, Bruyere Continuing Care; Krista Curtis, Bruyere Continuing Care; Bill William Dawson, Bruyere Continuing Care; Bruce Braidek, Bruyere Continuing CareBuilding A Mentorship Program for Adolescents and Young Adults Who Use AAC in Alberta, CanadaAverill Tate, Alberta Health Services; J. River Wilson, Alberta Health Services; Bruce Helmbold, Alberta Health Services; Kim Adams , University of Alberta; Jenelle MacDonald, University of Alberta; Chandra Round ; Sheree Wyness Cultural influence of picture-based symbols for the Korean and English social wordsSi Yeon Seong, EWHA Womans University; Min Kyung Han, EWHA Womans University; Seon Kyoung Han, EWHA Womans University; Ji hee Jung, EWHA Womans University; Ro Won Kang, EWHA Womans University; Young Tae Kim, EWHA Womans University
16:00-17:00
ISAAC Governance
Pier 7Pier 8
ISAAC Conference 2018 Meeting Meeting of the Friends of ISAAC
19:00-22:00
Social
ISAAC Conference 2016 President's Reception (Metro Ballroom)
Thursday, 11 August 2016
8:00-9:00
ISAAC Governance
ISAAC AAC Associate Editors (AE) Meeting (Pier 7)
8:30-10:30
Presentations
Metro CentreMetro EastMetro WestHarbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 8Pier 9
Communication Circles: Rehearsing, Practicing, Modeling and USING AAC with Friends!Communication Circles: Rehearsing, Practicing, Modeling and USING AAC with Friends!Caroline Musselwhite, AAC Intervention; Jan Pilling, Brandon School District; Karen Keith, Parent of student who uses AAC; Kim Smith, Monck Public School; Beth Boyd, Monck Public School Enhancing Function and Participation for Children with CCN and CVI: Frameworks for SuccessEnhancing Function and Participation for Children with CCN and CVI: Frameworks for SuccessChristine Roman Lantzy, CVI Resources, USA; Sarah W. Blackstone, Augmentative Communication Inc. Research and Development Project Update of the Rehabilitation Engineering Research Center for AACResearch and Development Project Update of the Rehabilitation Engineering Research Center for AACJanice Light, Pennsylvania State University; Melanie Fried-Oken, Oregon Health and Sciences University; David McNaughton, Pennsylvania State University; David Beukelman, Madonna Rehabilitation Hospital; Susan Fager, Madonna Rehabilitation Hospital; Tom Jakobs, Invotek, Inc. Promoting Intentional Communication in Children with CCN: Matching Strategies to Potential Sources of DifficultyPromoting Intentional Communication in Children with CCN: Matching Strategies to Potential Sources of DifficultyCynthia Cress, University of Nebraska-Lincoln Animated PowerPoint Lessons: A Powerful Tool for Promoting Literacy, Language and AAC in the Classroom!Animated PowerPoint Lessons: A Powerful Tool for Promoting Literacy, Language and AAC in the Classroom!Carol Goossens, Augmentative Communication Service Presentations: Harbour CIntegrating CVI Interventions, Strategies, and Accommodations into Instructional Programs for Students Who Rely on AACAileen Arai, The Bridge School; Janelle Moynihan, The Bridge School; Caitlin Sale, The Bridge SchoolChat with Me: Pragmatic Skill Intervention in Augmentative & Alternative Communication (AAC)JIll Senner, Technology and Language Center, inc.; Matthew Baud, Niles Township District for Special Education Presentations: Pier 2Characterising supported decision-making for people who communicate informallyJoanne Watson, Deakin University; Erin Wilson, Deakin University; Nick Hagiliassis, ScopeTalking about advanced care planningKrista Curtis, Bruyere continuing care; Roshene Lawson, Bruyere Continuing Care Presentations: Pier 3Using SALT: Considerations for the analysis of language transcripts of children who use SGDsGat Savaldi-Harussi, University Of California Berkeley,; Gloria Soto, San-Francisco State UniversityIPAACKS: identifying and profiling AAC knowledge and skillsJanet Scott, Scottish Centre of Technology for the Communication Impaired (SCTCI)Using Automated Data Logging to Track Progress and Plan Intervention: A Case StudyKrista Davidson, Belleville Area Special Services Cooperative; Amanda Hettenhausen, Saltillo CorporationPublishing in the AAC Journal - Strategizing for SuccessMartine Smith, Trinity College Dublin Presentations: Pier 4It Takes a Village: Creating a Complete Language Learning EnvironmentJane Odom, PRC; Jeremy Legaspi, PRCInternational Applications of an Online Community Benefitting Individuals with Complex Communication NeedsAlexandria Cook, Oregon Health & Science University; Charity Rowland, Oregon Health & Science University; Gloria Rodriguez-Gil, Perkins School for the Blind; Emily Quinn, Vanderbilt University Presentations: Pier 5Developing an Arabic Symbol Dictionary for AAC users: Bridging the Cultural, Social and Linguistic Gap.EA Draffan, University of Southampton; Mike Wald, University of Southampton; Nawar Halabi, University of Southampton; Ouadie Sabia, Language 4 Life Academy Ltd; Amatullah Kadous, Hamad Medical Corporation,; Amal Idris, Hamad Medical Corporation,; Nadine Zeinoun, Mada Assistive Technology Center; David Banes, Mada Assistive Technology Center; Dana Lawand, Mada Assistive Technology CenterALTERNATIVE COMMUNICATION AT THE EXHIBITION CIDADE ACESSÍVEL BY CASA DA CIÊNCIA, RIO DE JANEIRO, BRAZILMiryam Pelosi, Federal University of Rio de Janeiro; Janaina Nascimento, Federal University of Rio de Janeiro; Vera Souza, Federal University of Rio de JaneiroInterpreting the meaning of communication and its impairments, held by parents from Kerala, India.Monica Kaniamattam, UNIVERSITY OF LOUISIANA AT LAFAYETTE; Judith Oxley, UNIVERSITY OF LOUISIANA AT LAFAYETTE; Jack Damico, UNIVERSITY OF LOUISIANA AT LAFAYETTE Presentations: Pier 8Qualitative methodologies and mixed method designs as a means of increasing participation for AAC usersKristy Weissling, University of Nebraska-Lincoln; Wendy Quach, San Jose State University; Miechelle McKelvey, University of Nebraska-Kearney; Shelley Lund, University of Wisconsin-MilwaukeeConsiderations for the Multilingual AAC User: Research & PracticeElllyn McNamara, University of Illinois at Chicago; Holly Delgado, Milwaukee Bilingual Speech/Language Pathologists Presentations: Pier 9Coming of Age- The Australian Communication Access SymbolBarbara Solarsh, Scope; Katie Lyon, Scope; Meredith Allan, Scope; Catherine Harris, Communication Matters (ISAAC UK); Denise West, ScopeUsing peers to support increased AAC useHeidi Rabe, Northern Suburban Special Education District; Jennifer Knudson, Norther Suburban Special Education District
9:00-10:30
Presentations
Pier 7Yonge Room
Bilingual Supports, Strategies and Tips for Prologuo2Go, WordPower Español and Puente PRCBilingual Supports, Strategies and Tips for Prologuo2Go, WordPower Español and Puente PRCDeanna Wagner, TherapyOne; Sharon Hendrickson-Pfeil, Speech-Language Pathologist, private practice; Nancy L. Inman, Inman Innovations; José A. Perez, AssistiveWare; Jennifer Marden, AssistiveWare Presentations: Yonge RoomConsumer Wireless Technology Use by Adults Who Use AACDiane Nelson Bryen, Temple University & University of Pretoria; John Morris, Shepherd CenterIntegrating a Person Who Uses AAC into University EmploymentNoah Trembly, Ohio University; John McCarthy, Ohio University
10:30-11:00
Break
Break AM -- Thursday (Frontenac Foyer (Exhibit Booth Premium))
11:00-12:30
Presentations
Metro CentreMetro EastMetro WestHarbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 7Pier 8Pier 9Yonge RoomQueen's Quay
Presentations: Metro Centre“More to say:” enabling functional communication through aided language stimulation for a child with Autism.Haylee Parfett, Haylee Parfett Speech Pathology/Cerebral Palsy Education CentreUsing Communication Supports to Enhance Communication Effectiveness of People with Severely Dysarthric SpeechDavid Beukelman, Madonna Rehabilitation Hospital; Susan Fager, Madonna Rehabilitation Hospital Providing Access to AAC Systems for Users with CCNProviding Access to AAC Systems for Users with CCNAmanda Soper, St Coletta; Nicole VanderZouwen, St Coletta Presentations: Metro WestAAC Bootcamps for ProfessionalsKate Ahern, Easter Seals MA; Kristi Peak-Oliviera , Easter Seals MA; Susan Malloy, Easter Seals MAAAC Considerations in Advance of a Child’s Upcoming Hospital Admission: Preparing Early to Enhance CareRachel Santiago, Boston Children's Hospital Presentations: Harbour AShare it any way you want: Capturing Recreational Experiences to Support Interpersonal and Digital ConnectionsDavid J. Hajjar, Ohio Univeristy; John W. McCarthy , Ohio UniversityComing together – how teachers can assist CCNs in transition from school to workAndrea Erdélyi, Carl von Ossietzky Universität Oldenburg; Ingeborg Thümmel, Carl von Ossietzky Universität Oldenburg; Manuela Mönck, Carl von Ossietzky Universität Oldenburg Presentations: Harbour BVisual scene displays versus grid layouts to teach requesting to preschool children with ASDMay Agius, Manchester Metropolitan University; Janice Murray, Manchester Metropolitan University; Sharon Borg, ACTUVisual scene displays: Searching for evidence of developmental consequencesStephen von Tetzchner, Department of Psychology, University of Oslo; Kristine Stadskleiv, Department of Psychology, University of OsloUsing Visual Supports to Enhance Participation and Decrease Challenging Behavior in Individuals with Autism&CCNKimberly Ho, AAC Services Presentations: Harbour CSelf-Selected Reading: Curating books for every readerJane Farrall, Jane Farrall ConsultingSupporting Personal Narrative Elicitation: Identifying Discrete Moment of Interest Event Cues Within Digital Video FootageChristopher Norrie, University of Dundee; Annalu Waller, University of Dundee; Douglas Potter, University of DundeeThe New Three Rs in Assistive Technology for Post Secondary School Student SuccessKathleen Raum, Grand River Hospital Presentations: Pier 2Fight, Flight, Fright: police officers' perceptions interviewing individuals with CCN reporting being victims of crimeErna Nel, University of Pretoria; Juan Bornman, University of Pretoria; Kerstin Tonsing, University of Pretoria“Guard Your Health”: Who Takes Care of the therapist?!Yonit Hagoel-Karnieli, Ezer-Mizion; Moran Weiss, Private PracticeSystematic review of factors influencing health care professionals in provision of assistive technology to childrenKarin van Niekerk, Centre for Augmentative and Alternative Communication, University of Pretoria; Shakila Dada, Centre for Augmentative and Alternative Communication, University of Pretoria; Kerstin Tönsing, Centre for Augmentative and Alternative Communication, University of Pretoria Presentations: Pier 3Speech Generating and Assistive Technology Device training for Interdisciplinary Evaluations and RecommendationsAndrew Jinks, University of Pittsburgh Center for Assistive Technology; Olivia Sahagun, Teleton Children's Rehabilitation Center - GuanajuatoA Valuation Tool for accessible education in preschools, schools and adult educationAnna Strömberg, National Agency for Special Needs Education and Schools (SPSM)AAC for children with progressive conditions due to a neurodegenerative disorder –examples of (best) practiceBirgit Hennig, Carl von Ossietzky Universität Oldenburg Presentations: Pier 4Korea as a developing nation in AAC, possibility of success: AAC apps & wide cooperationJae Sung Lee, NCSOFT Cultural Foundation; Woo Young Kang, NCSOFT Cultural FoundationParents’ and Speech-Language Pathologists’ Perceptions of Children’s Communication Skills Using a Tablet with Communication AppKaren Derry, Sunny Hill Health Centre for Children; Kathie Marina, Sunny Hill Health Centre for Children; Cassandra Savage, Sunny Hill Health Centre for ChildreniPad Video Feedback: Make It Informative and Strategic (And FUN!)Caroline Musselwhite, AAC Intervention; Erin Sheldon, Coordinatory, ASF Communicaiont Training Project Presentations: Pier 5Film and Tell! Self-Created Film as Assistive tool in AAC, Research-project My Film, My StoryMascha Legel, Radboud University Nijmegen; Jelle van kleef, etnos film; Bert Steenbergen; Hans van Balkom, Radboud University NijmegenUse Picture Exchange Communication System associated with the Video Modeling in children with Down syndromeViviane Rodrigues, Federal University of São Carlos; Maria Amélia Almeida, Federal University of São Carlos Presentations: Pier 7Understanding Eyegaze SystemsNancy Cleveland, LC Technologies, Inc. Presentations: Pier 8Interactive online training to parents to support the communication of children with complex communication needsSarah Douglas, Michigan State University; Erica Nordquist, Michigan State University; Rebecca Kammes, Michigan State UniversityBuild Your Own Regional AAC Summit from the Ground UpBeth Ahmad, Prentke-Romich Company; Beth Waite-Lafever, Breakout EngineeringTraining Communication Partners: A Natural Opportunities ModelHolli Steiner, Heartspring; Beth Schneider, Heartspring; Sean Hess, Heartspring Presentations: Pier 9AAC as universal design within dental services for childrenThunberg Gunilla, DART centre of AAC and AT; Lisa Bengtsson, Centre for Oral Health, University of Gothenburg; Ingrid Mattson-Müller, DART Centre for AAC and AT; Agnes Gustafsson, Department of Health and Rehabilitation, University of Gothenburg; Jonna Gunnerek, Department of Health and Rehabilitation, University of GothenburgiCan Communicate: Expanding Service Delivery Models to Include TelepracticeErika Timpe, University of Central Florida/ Our Children's Academy; Jennifer Kent-Walsh, University of Central Florida; Nancy Harrington, University of Central Florida; Linda Lavadia, University of Central Florida; Judith Vazquez, University of Central Florida Presentations: Yonge RoomConsent and Capacity Issues for People with Complex Communication NeedsBarbara Collier, Communication Disabilities Access Canada; Megan Henze, Communication Disabilities Access CanadaAAC apps’ salient features, accessibility issues and possible solutionsYoosun Chung, George Mason University Presentations: Queen's QuayAspects of learning in deafblindness - opportunities and limitations for persons with Alström syndrome.Berit Rönnåsen, National Agency for Special Needs Education and Schools, The Swedish Institute for Disability Research, Audiological Research Centre; Agneta Anderzen-Carlsson, School of Health and Medical Sciences Örebro University, The Swedish Institute for Disability Research, Audiological Research Centre; Kerstin Möller, School of Health and Medical Sciences Örebro University, The Swedish Institute for Disability Research, Audiological Research CentreEffects of Teaching Partner-focused Questions on the Communicative Competence of a Student with Cerebral PalsyKyung-Im Han, Changwan National University; Kyung-Mi Kim, Seapulip daycare center for children with special needsAugmentative and Alternative Communication in RussiaVictoria Ryskina, Saint Petersburg Information Center “Family”; Anna Artamonova , Caritas educational center for social service; Liya Kalinnikova, University of Gävle; Magnus Magnusson, Northern Arctic Federal University named after M.Lomonosov, Arkhangelsk; Stephen von Tetzchner, University of OsloPromoting Communicative Development in Toddlers with Down Syndrome by Integrating Physical Therapy and Sign InterventionElena V. Shamro , Center of Social Rehabilitation of the Disabled Children; Lyudmila V. Shapkova , Institute of Special Pedagogy and Psychology named after R. Wallenberg; Anna A. Balyakova, Pavlov Institute of Physiology of Russian Academy of Sciences; Elena A. Ogorodnikova, Pavlov Institute of Physiology of Russian Academy of Sciences; Elvira I. Stolyarova , Pavlov Institute of Physiology of Russian Academy of Sciences; Stphen von Tetzchner, Department of Psychology, University of OsloACCESSIBILISER la Communication : PULSE, des documents légaux et personnalisables en Communication adaptéeElisabeth Negre, APFImplementation of an Eyegaze Loan Program to increase exposure, access and experience with eyegaze technologyAmita Furgoch, Ottawa Treatment Children's Centre; Carole Chabot, Ottawa Treatment Children's CentreWord commonality for High Frequency Words comparing an Individual to the Composite samplesSangeun Shin, University of Pittsburgh; Katya Hill, University of PittsburghContinuous training program for teachers working with AAC : changing speeches and practicesCarolina Schirmer, Universidade do Estado do Rio de Janeiro; Leila Nunes, Universidade do Estado do Rio de Janeiro; Janaina Larrate, Instituto Helena Antipoff; Maristela Siqueira, Instituto Helena Antipoff; Vera Lucia Val, Instituto Helena AntipoffPrediction of Communication Risk Before 12 months with the ISCBS: Group Outcomes at 3 YearsCynthia Cress, University of Nebraska-Lincoln; Teresa Parrill, University of Nebraska-Lincoln; Janice Swanson, University of Nebraska-Lincoln; Cara Ullman, University of Nebraska-Lincoln; Julie Peterson, University of Nebraska-Lincoln; Amy Olson, Duquesne UniversityEmergence of graphic symbol combinations by toddlers in parent coached AAC language interventionGal Kaldes, Georgia State University; MaryAnn Romski, Georgia State University; Rose Sevcik, Georgia State University; Kerstin Tonsing, University of Pretoria; Marika King, Georgia State UniversityImproving Assistive Technology including AAC Clinical Practices and Professional Education: Weekly ECHO in ATMary Jo Cooley Hidecker, University of Wyoming; Susan Wagner, Data Driven Enterprises; Canyon Hardesty, Wyoming Institute for Disabilities (WIND), University of Wyoming; Sandy Root-Elledge, Wyoming Institute for Disabilities (WIND), University of WyomingTraining SLPs to recognize early communicative behaviors in children with physical disabilities: Which techniques work?Julie Feuerstein, University of Washington; Lesley Olswang, University of Washington; Patricia Dowden, University of WashingtonThe emergence of augmentative and alternative communication in KyrgyzstanDzamilya Dunganova, Kyrgyz State University named after I. Arabaev; Stephen von Tetzchner, Department of Psychology, University of OsloTwo Words for Everything; the importance of yes/no choicesRosemary Crossley, Anne McDonald Centre; Leslie Zimmerman, Anne McDonald CentreAUGMENTATIVE AND ALTERNATIVE COMMUNICATION THERAPEUTIC EXPERIENCE: INDIVIDUAL AND GROUP SPACES IN MENTAL HEALTH IN BRAZILCAROLINE LOPES BARBOSA, Pontifícia Universidade Católica de São Paulo (PUCSP); Luciana Wolff, Pontifícia Universidade Católica de São Paulo (PUCSP); Cinthia Mayumi Saito Corrales; Luiz Augusto de Paula Souza, Pontifícia Universidade Católica de São Paulo (PUCSP); Maria Claudia Cunha, Pontifícia Universidade Católica de São Paulo (PUCSP)Supporting literacy and AAC: A case study of an individual with cortical visual impairmentChristine Holyfield, Pennsylvania State University; Kathryn Drager, Pennsylvania State University; Jessica Caron, Pennsylvania State University
12:00-13:00
ISAAC Governance
ISAAC Publications Committee Meeting (Metro East)
12:30-14:00
Lunch
12:30-13:30
ISAAC Governance
ISAAC Research Committee Meeting (Pier 7)
12:45-14:00
ISAAC Governance
Pier 8Pier 9
Striving for Thriving: An Open Forum on Families of All Kinds, hosted by the Family Engagement Committee ISAAC BUILD Committee Meeting
13:00-14:00
ISAAC Governance
ISAAC AAC Reviewers Meeting (Metro East)
13:30-14:30
ISAAC Governance
ISAAC Early Career Researchers Meeting (Pier 7)
14:00-15:30
Presentations
Metro CentreMetro EastMetro WestHarbour AHarbour BHarbour CPier 2Pier 3Pier 4Pier 5Pier 8Pier 9Yonge Room
Presentations: Metro CentreAll together now: participation and group work!!Caroline Musselwhite, AAC Intervention; Alejandra Gil, AEDIN; Veronica Crotto, AEDINTeaching Social Skills to Individuals Using High-Tech AACHolly Schneider, TobiiDynavox Challenges and opportunities in creating synergy between AAC and brain-computer interfacesChallenges and opportunities in creating synergy between AAC and brain-computer interfacesMelanie Fried-Oken, Dr.; Hochberg Leigh, Massachusetts General Hospital/Brown University/Providence VAMC; Jane Huggins, University of Michigan; Mary Ann Romski, Georgia State University; Theresa Vaughan, Wadsworth Center Presentations: Metro West“Dominating Interactions”- Identity and AAC- A Review of the LiteratureMeredith Allan, Deakin University; Patsie Frawley, Deakin University; Susan Balandin, Deakin UniversityCan we, should we and how? Considering stakeholder perspectives to launch AAC InnovationsJamie Boster, Ohio University; John McCarthy, Ohio University; David Hajjar, Ohio UniversityCognitive and Navigational Skills of Children who have Complex Communication NeedsAlexandra Albert, Laurentian University; Manon Robillard, Laurentian University Presentations: Harbour ACommunication Matters (ISAAC UK) and BUILD European Subcommittee Collaboration Supporting AAC Developing NationsDorothy Fraser, Central Coast Children's Foundation Inc.; Catherine Harris, Communication Matters (ISAAC UK)Communication practices and needs of multilingual persons in need of/using AACKerstin Tönsing, Centre for Augmentative and Alternative Communication; Georg Schlünz, Human Language Technologies, Meraka Institute, CSIR; Karin Van Niekerk, Centre for Augmentative and Alternative Communication Presentations: Harbour BEffects of introducing AAC resources in the preschool and daycareVera Lucia Vieira de Souza, State University of Rio de Janeiro and Federal University of Rio de Janeiro; Leila Regina d'Oliveira de Paula Nunes, State University of Rio de Janeiro; Rafaela Faria, State University of Rio de JaneiroFamily education program about language and alternative communication: an e-learning Brazilian model.Grace Ferreira-Donati, UNESP; Débora Deliberato, UNESPStrategies used by Brazilian aided communicators in naming drawings using graphic symbolsDEBORA DELIBERATO; Stephen von Tetzchner, Department of Psychology/University of Oslo Presentations: Harbour CAAC Training School at Centro Benedetta D'Intino Onlus: 20 Years of ExperienceAurelia Rivarola, Centro Benedetta D'Intino Onlus; Emanuela Maggioni, Centro Benedetta D'Intino OnlusAAC training for limited guardiansLinda Björk, Växjö Municipality; Lottie Giertz, Linnaeus UniversityViva Peru! A Volunteer Trip to Peru Training Terapeutas de Lenguaje on AACTami Altschuler, NYU Langone Medical Center; Gloria Velez Barrios, University of Puerto Rico; Lisa Alfonsi, Camino de Vida Presentations: Pier 2AAC, Communicating with the worldJi Hye Lee, Korea Solidarity for Human rights of disability people with Brain lesion (KSHB); Gang Seok Cha, Korea Solidarity for Human rights of disability people with Brain lesion (KSHB); Myung Shin Chol, Korea Solidarity for Human rights of disability people with Brain lesion (KSHB)Theory-of-mind in individuals with Alström syndrome is related to executive functions and communicative skillsHans-Erik Frölander, National Agency for Special needs Education and Schools. The Swedish Institute for Disability Research, Audiological Research Centre; Claes Möller, School of Health and Medical Sciences, Örebro University; The Swedish Institute for Disability Research; Audiological Research Centre, Örebro University Hospital; Mary Rudner, Swedish Institute for Disability Research; Linnaeus Centre graduate School, Department of Behavioral Sciences and Learning, Linköping University; Sushmit Mishra, Institute of Health Sciences, Utkal University; Jan D Marshall, Jackson Laboratory, Alstrom syndrome international; Heather Piacentini, Alström syndrome International; Björn Lyxell, Swedish Institute for Disability Research, Linnaeus Centre, Research on Hearing and Deafness graduate School, Department of Behavioral Sciences and Learning, Linköping UniversityAAC in facilities for adults with disabilities in Dortmund/ Germany - establishment, implementation and networkingIngo Bosse, TU Dortmund University; AAC Project Group of TU Dortmund University, TU Dortmund University Presentations: Pier 3First Contact Survey: Profiles of Students with Significant Cognitive Disabilities and Complex Communication NeedsKaren Erickson, University of North Carolina, Chapel Hill; Lori Geist, University of North Carolina, Chapel HillThe Effect of a Checklist on School-Based Speech-Language Pathologists’ Descriptions of AAC AssessmentJulia Birmingham, The Pennsylvania State University; Janice Light, The Pennsylvania State UniversityEvaluation of Receptive and Expressive Language of a Child User of Alternative Communication SystemCândice Lima Moreschi, Anhanguera Educacional; Maria Amelia Almeida, Federal University of São Carlos; Stephen von Tetzchner, University Oslo Presentations: Pier 4Peer to Peer On-line Communication for Users with Complex Communication NeedsYih Lerh Huang, Ability Spectrum; Jan Willem Kolkman, Ability SpectrumGranted - not used - Speech Interpreter Services for people with complex communication needsEija Roisko, Tikoteekki / Finnish Association on Intellectual and Developmental Disabilities (FAIDD); Hannu Vesala, Finnish Association on Intellectual and Developmental Disabilities (FAIDD) Presentations: Pier 5“Just-in-Time” Supports: Delivery and Use through Wearable TechnologyAmanda O'Brien, Boston Children's Hospital; Howard Shane, Boston Children's Hospital; Ralf Schlosser, Northeastern University; Jennifer Abramson, Boston Children's Hospital; Anna Allen, Boston Children's Hospital; Suzanne Flynn, Boston Children's Hospital; Katherine Dimery, Boston Children's HospitalLessons learned from applying a comprehensive assistive technology delivery and training protocolLeslie Ordal, Holland Bloorview Kids Rehabilitation Hospital; Fanny Hotzé, Holland Bloorview Kids Rehabilitation Hospital; Tom Chau, Holland Bloorview Kids Rehabilitation Hospital Presentations: Pier 8"Helpful to do it together": Ensuring teams are equipped to support people who use AACLaura Renfrew, Glasgow City Rehabilitation Service; Carol Taylor, Glasgow City Rehabilitation ServiceTesting to Fail: Exacerbating disability through inappropriate assessmentRosemary Crossley, Anne McDonald Centre; Leslie Zimmerman, Anne McDonald CentreVoices: An innovative path for expressionJeeja Ghosh, Indian Institute of Cerebral Palsy; Swati Chakraborty, Indian Institute of Cerebral Palsy Presentations: Pier 9SantéBD : Penser l'accès aux soins pour tous types de handicapElisabeth Negre, APFUne communication très spéciale : avant et après. L'histoire personnelle d'un proche aidant.Marc Saint-Cyr, Accompagnateur auxiliaireConcrétisation d'un processus de veille pour les aides à la communication.Isabelle Savard, CIUSS-Capitale Nationale; Erik Langlois, CIUSS Capitale Nationale Presentations: Yonge RoomCommunication Access: A Social Justice IssueBarbara Collier, Communication Disabilities Access CanadaTraining police to obtain an effective statement from crime victims with CCN who use AACDiane Nelson Bryen, Temple University & University of Pretoria; Juan Bornman, Centre for Augmentative and Alternative Communication; Robyn White, Centre for Augmentative and Alternative Communication
14:30-15:30
ISAAC Governance
Future Forms and Formats of the Research Symposium Meeting (Pier 7)
15:30-16:00
Break
Break PM -- Thursday (Frontenac Foyer (Exhibit Booth Premium))
16:00-17:00
Plenary
Closing Ceremonies (Metro Ballroom)
Friday, 12 August 2016
9:00-18:30
Research Symposium
Research Symposium -- Day 1 (Pier 3, 4 and 5)
Saturday, 13 August 2016
9:00-15:00
Research Symposium
Research Symposium -- Day 2 (Pier 3, 4, and 5)

 

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