nication needs. Viewing the MATerials as a training program, as opposed to stand-alone sessions, provides participants with a more complete understanding of best practices and with more materials to implement communication and literacy instruction in their classrooms and therapy rooms. Here is a more detailed look at the content of the trainings: Visual Supports: For the topic of visual supports, we discuss evidence-based strategies such as environmental engineer- ing, token boards and working for cards as they relate to visual boundaries, visual cues and visual schedules. A sampling of the materials created during this session includes classroom de- scriptive labels, visual behavior cards, a first/then board, token board, activity sequence strips, and choice boards. We watch videos of different scenarios and engage in simulated practice of using the visual support materials to assist students in a variety of situations. Communication Development: During the communication MATerial, we discuss core vocabulary, fringe vocabulary, aided language stimulation, and access to AAC systems. Participants make a manual communication board, alphabet board, fringe vocabulary supports, aided language input visuals/resourc- es and core word instructional materials. We then use these resources to practice implementing the strategy of aided lan- guage stimulation, and we generate ideas for targeting core words during routine, classroom activities. We present the area of emergent literacy in two separate ses- sions, emergent reading and emergent writing. Emergent Reading: For emergent reading, we share infor- mation around the importance of reading opportunities for students with complex communication needs, the various ways to adapt a book to meet the needs of a student, shared read- ing strategies and utilizing visuals to support reading compre- hension. Materials created include a manual communication board, alphabet board, adapted book, companion comprehen- sion worksheet, shared reading resources, and a shared reading choice board. In this MATerial, participants bring personal books to adapt to the specific needs of their students based on the in- formation presented. We use these books and the other mate- rials created to practice asking a variety of questions during a shared reading interaction. Emergent Writing : During the writing MATerial training, we discuss emergent writing stages, the importance of providing writing opportunities to all students, alternative pencils and shared writing and independent writing instruction. Partici- pants of this session create a manual communication board, an alphabet board, an alternative pencil flip book, a writing com- panion with various writing and vocabulary supports and a squishy (sensory) book. We spend time getting hands-on with shared writing instruction through the process of predictable chart writing.
To ascertain if this professional development initiative was hitting the mark in terms of increasing knowledge for partici- pants and ultimately impacting the communication skills of stu- dents, we collected feedback information in a variety of ways. Pre- and post-surveys were provided to obtain information regarding the comfort level and frequency with using visual supports, manual communication boards, shared reading op- portunities, and emergent writing instruction in the classroom. Participants reported an overall increase in familiarity and com- fort in these key areas. Moreover, all participants self-reported through post-surveys that the training series increased their working knowledge of AAC, improved their AAC instructional practices, and ultimately had a positive impact on the commu- nication skills of their students. Additionally, we have been able to gauge effectiveness during consultations with participants in their settings, as we have observed staff utilizing the resources created at the train- ing with their students. We have also received emails from par- ticipants sharing they went to work the day after the training and immediately used the materials with their caseload. Fur- thermore, information gathered through a post-survey indicat- ed that all participants had used or were planning to use the ma- terials made at the training with their students. This information is important because it points to the fact that the participants are implementing the strategies and skills shared at the training. According to Reed et al. (2009), “In order to apply information gained in a hands-on training, participants need to begin to use their new skills within a few days of learning them” (p. 92). Exact- ly why we developed the MATerial initiative! Through the use of anonymous feedback forms, participants shared comments that highlight this point as well. “It’s all such good information and so important, but so time-consuming as well, it’s hard to go back to school and find the time to make these items. I love that we walk away with all the materials.” “I love having all of the materials ready to go! The advice giv- en on how to use the visuals is crucial.” “It’s so hard to find time to make materials, but these sessions make it fun and so easy with everything ready to go!” “The biggest takeaway was having the materials to take home and to know how to use them! Each MATerial training follows a similar format organized to answer what, who, when, where, why and how questions around the training topic. For example, the reading MATerial aims to an- swer the wh- questions of selecting appropriate books, adapt- ing books, shared reading strategies, and supporting reading comprehension for students with complex communication needs. After each information lecture, a make-and-take session occurs. Participants have all the needed resources available, such as scissors, hole punches, velcro and binder rings, to create a fully prepped material based on the topic. We then use those materials to practice and get hands-on with the content. Par-
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