Webinar 3-part Series: Environmental Communication Teaching (ECT)
This is a multi-day event.
No charge (the continuing work of the Provincial Low Incidence Teams in supporting the Professional Learning Co)
(Webinar access instructions will be emailed to you prior to the dates.)
Who should attend
Teachers, SLPs, Para-educators and teams who serve children and youth with complex communication needs. Additional team members including OTs, Administrators, Assistive Technology Staff and Parents of students who have communication systems, but are not using them consistently are encouraged to attend.
About this learning opportunity
Environmental Communication Teaching (ECT) is a researched-based classroom intervention strategy for teams who serve students who struggle with expressive communication. It is appropriate for special and regular education settings as well as in preschool/early childhood settings. It is appropriate for identified students who have high-tech and low-tech communication systems/apps, but who have not begun to implement them in school settings. It is not an AAC assessment training. This is not a pull-out therapy model. It is an implementation planning strategy for symbolic communicators. If you are interested in strategies for presymbolic communicators, please request information on CEP: the Communication Enhancement Process.
The researched-based model of ECT determined that the most effective ECT teams consist of a teacher, SLP and para-educator. The typical training support is through a school year-long process where these educators gathered at 4 to 5 days of training at various points throughout the school year as they make systematic changes in order to increase the communication output of targeted students.
This webinar series will highlight the 5 main points of the ECT process that has been running in US and Canadian classrooms for over 25 years.
September 15, 2016: Webinar 1 Planning for Communication in the Classroom
Training on the basics of ECT and the common solutions to classroom communication that it can provide. You will be taken through the process of identifying “ECT” students and looking at classroom activities as to the type of communication opportunity it provides to students with complex communication needs who typically are already identified, provided with some type of an AAC app/system, but have yet to use that on a regular basis. Examples through information and video will be used to develop an understanding of communicative requirements of educational, vocational, and community activities. Teams will begin the process of choosing an activity and be provided with information on how to script an activity.
December 15, 2016: Webinar 2 Partner Strategies & Data Collection
You will learn about the data collection strategies and how to use video as a productive implementation intervention technique. You will also learn an effective way in which to use written communication scripts without stifling the impromptu communication experience of a student in the classroom and forcing communication that need not occur if a student is not motivated to say preplanned messages. Teams will learn to apply a least-to-most prompt hierarchy that promotes independence in communication and supports the language development of augmented speakers rather than most-to-least prompting hierarchies that are more behavioral in nature and promote adult led communication.
May 18, 2017: Webinar 3 Evaluation of Data
You are encouraged to have looked through videos of your student in a chosen activity that has been recorded throughout the school year prior to the webinar to have a sense of what data you may be able to represent. Kelly will give you a variety of ways in which to analyze that information. Communicative functions can be charted through a variety of ways including graphing based upon opportunity, occurrence or independence in production. Examples will be demonstrated through video and charts that can be modified by teams to be used at their own local site. This webinar will be most meaningful to those who have followed the ECT process. It will be difficult for someone to just take this webinar alone and have the data collection process be meaningful without knowing the ECT process itself.
You are encouraged to attend all webinars.
As a result of attending Webinar 1, you will be able to:
- Identify 3 solutions to common classroom communication problems
- Purposefully select 1 communication rich activity to target for communication interventions
- Begin to develop 1 set of activity-based communication objectives to support a communication routine
As a result of attending Webinar 2, you will be able to:
- Determine changes needed to the original script based upon observational points given in 4 areas.
- Introduce partner prompts in a most-to-least order for each communication message that is developed for a student within the 1 activity that has been scripted from webinar1
- Develop a preliminary data collection strategy for 1 chosen school routine that will quantify a student’s achievement within activity-based communication objectives
As a result of attending Webinar 3, you will be able to:
- Revise data collection strategy from webinar 2 to reflect observational information delivered in 4 areas
- Measure implementation strategies by action data collection in chosen school routine from webinar 1
- Complete and present, after webinar 3, their chosen student’s data from the chosen activity to a parent and/or staff
This learning opportunity is being provided through a grant from Alberta Education.
About the facilitator(s)
Kelly Fonner has been an ECT trainer since the research years of 1988-92. She has been a trainer of trainers since the mid-90s. Over the years, long after the original researchers had moved on to other projects, she has been a part of the upgrading of ECT through various changes to classroom models, and AAC systems over the years, always looking at researched based integration and communication strategies rather than being led by the technologies of the moment.