Ganz has received a leadership/doctoral personnel preparation grant to prepare researchers with expertise in autism and behavior analysis, as well as several small grants to fund research projects involving students with autism spectrum disorders and intellectual disabilities. Radically different in some ways, familiar in others. Both apps together represent the next generation of AAC. Proloquo Coach is designed to guide parents in expanding their child’s communication.
Introducing AssistiveWare Proloquo and Proloquo Coach. She has also been a speaker at regional, national, and international conferences on topics including interventions for behavior and autism spectrum disorders, specifically, strategies to address social and communication skills. Proloquo offers access to a rich vocabulary for all ages. Ganz has worked as a general and special education teacher and an educational consultant and continues to consult and present for schools and parents on topics relating to autism spectrum disorders and behavior difficulties. She received her doctorate at the University of Kansas, with a concentration in autism spectrum disorders and behavioral disorders and is a Board Certified Behavior Analyst® - Doctoral level. Ganz, Ph.D., is an Associate Professor of Special Education at Texas A&M University. The controversy surrounding facilitated communication.Īided Augmentative Communication for Individuals with Autism Spectrum Disorders is an essential resource for clinicians/practitioners, researchers, and graduate students in such fields as child and school psychology, speech pathology, language education, developmental psychology, behavior therapy, and educational technology.This means the students entire IEP history moves with them wherever they transfer within the SEIS Network. All CALPADS special education reportable data and IEP information is stored centrally in the SEIS System. Functional communication training with AAC. SEIS is used by 115 SELPAs (Special Education Local Plan Areas) and over 1,500 LEAs/School Districts in the state of California.AAC intervention mediated by natural communication partners.Used to participate in Advanced Placement (AP) programming. Interdisciplinary issues and collaboration in assessment and treatment. Picture and Text based iPad Communication App for children and adults with communication.AAC and assessment of people with ASD and CCN.Readers come away with a deeper understanding of the centrality of communication for clients with ASD and the many possibilities for intervention. Issues in evaluation for aided AAC and debates concerning its usability round out the coverage. Widely used interventions and tools in AAC are reviewed-not just how they work, but why they work-to aid practitioners in choosing those most suited to individual clients or students. For individuals with autism spectrum disorders (ASD), augmentative and alternative communication (AAC) has a major impact on their daily lives, often reducing the occurrence of challenging behaviors.Īided Augmentative Communication for Individuals with Autism Spectrum Disorders is a practical guide to the field, offering readers a solid grounding in ASD, related complex communication needs (CCN), and AAC, especially visual and computer-based technologies. Our new core word vocabulary organization seeks to balance quick access to core words with intuitive organization of fringe words, to give the user the ability to express him or herself precisely and efficiently.Just as autism is a continuum of disorders, it is associated with a broad range of neurodevelopmental, social, and communication deficits. For example, in the sentence “I want a strawberry pop-tart”, “I”, “want”, and “a” are core words, very important to creating a complete sentence, but the sentence is not very interesting unless we can find just the right fringe word to use - in this case, “strawberry pop-tart”. Fringe words are those very specific words, usually nouns, adjectives, and verbs, that carry most of the meaning of a sentence. Core words alone are not enough for effective communication, however - we also need access to fringe words. These core words, like “to”, “is”, “I”, and “you” are placed on the top level of the core word vocabulary organization, so they can be quickly accessed. The new vocabulary is a core words vocabulary, which is based on the fact that a small “core” set of words account for most of what we say.
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