Planning Communication Goals for Andrew and Creating a Custom Report

Live Broadcast Date: Tuesday, March 20, 2018 3:30 - 4:30 PM Eastern Time Zone

Webinar Type: Archive
Webinar Code: AT18-WEB09-AR
Webinar Fee: $39

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In Part 2 of this 3-part webinar series about students with complex communication needs, we’ll explore use of the Custom Report, the Design to Learn IEP Development Guide for evaluating the quality of goals and the Guide to Deciding on Intervention Goals based on Communication Matrix Assessment Results. These tools offer evidence-based ways to draw conclusions from the assessment of communication skills, target participation in customary environments, and examine the quality of IEP goals. We will refer to the same case study introduced in the previous webinar and use the Communication Matrix Profile and Custom Report to identify IEP goals and objective to address Morgan’s expressive communication needs.

Learning Objectives

  1. Participants will be able to use a defined process to decide on intervention goals based on the Communication Matrix Assessment Results.
  2. Participants will be able to create at least two IEP goals for a student with complex communication needs using information acquired from the Communication Matrix Assessment assessment
  3. Participants will be able to evaluate the quality of two sample IEP goals using the Design To Learn IEP Development Guide Worksheet.


Kelly Fonner Headshot

Kelly Fonner

Independent Consultant
Oregon Health Sciences University
Kelly is a self-employed consultant in assistive and educational technology. She is a Special Educator and has a Masters in Educational Technology with emphasis in Rehabilitation/Special Education. Since 1986 she has presented to schools, universities & families in 48 states & internationally on AT, augmentative communication, computer access & electronic literacy.
Speaker Financial Relationship Disclosure: No
Speaker Non-Financial Relationship Disclosure: No

Gayl Bowser

Project Facillitator
Oregon Health Sciences University
Gayl Bowser, M.S, currently works as an independent consultant and is an adjunct faculty member for the University of Wyoming’s Wyoming Institute for Disabilities (WIND). Her work focuses on the creation of effective, legal and high quality service systems that encourage the integration of technology into educational programs for students with disabilities. Ms. Bowser has worked as a Regional and State-level administrator in Oregon. Formerly the Coordinator of the Oregon Technology Access Program (OTAP) and the State of Oregon’s Specialist in Assistive Technology, Gayl currently provides assistive technology consultation, training and technical assistance throughout the United States and internationally. Gayl has co-authored numerous publications about assistive technology including Quality Indicators for Assistive Technology: A comprehensive guide to assistive technology services; Education Tech Points: A Framework for Assistive Technology; and Assistive Technology Pointers for Parents.
Speaker Financial Relationship Disclosure: No
Speaker Non-Financial Relationship Disclosure: No


Augmentative and Alternative Communication

Target Audience

Accessibility Professionals, AT Professionals, Educators, Family Members, Higher Ed Personnel, OTs, PTs, SLPs

Experience Level


Content Area

Basic Communication Process Area

Continuing Education Credits

For Satisfactory Completion and Continuing Education information, please visit: ATIA Online Education CEUs

Number of hours: 1.0
Number of IACET CEUs: 0.1

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