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ASHA Handouts

Bridging the Gap from the Universal Core to More Robust Solutions: Successful Researcher-Industry Collaborations by Dr. Karen Erickson, Dr. Lori Geist, Dr. Penny Hatch, Kathryn Dorney, and Sofia Benson-Goldberg.

Implementing Classroom-based Core Vocabulary Instruction for Beginning Communicators with Significant Cognitive Disabilities: Year Four Results by Dr. Lori Geist, Dr. Karen Erickson, Dr. Penny Hatch, Kathryn Dorney, and Sofia Benson-Goldberg.

Implementation of Classroom-based Core Vocabulary Instruction for Beginning Communicators with Significant Disabilities: Year Three Results by Dr. Lori Geist, Dr. Karen Erickson, Dr. Penny Hatch, Kathryn Dorney, and Sofia Benson-Goldberg.

Infusing the Universal Core into a Self-Contained Classroom by Lisa Erwin-Davidson.

Classroom-wide Core Vocabulary Instruction for Students with Significant Cognitive Disabilities: Year Two Insights and Results by Dr. Lori Geist, Dr. Karen Erickson, Dr. Penny Hatch, Lisa Erwin-Davidson, and Kathryn Dorney.

Teaching Core Vocabulary Words and Symbols to Students with Complex Communication Needs by Marlene Cummings, Dr. Penelope Hatch, Dr. Lori Geist, and Dr. Karen Erickson.

Journey to the Core: Developing a Core Vocabulary for the Common Core by Dr. Penelope Hatch, Allison Dennis, and Marlene Cummings.

A Core Issue: A Core Vocabulary for the Common Core by Penelope Hatch, Karen Erickson, Allison Dennis, and Marlene Cummings.

 

ATIA Handouts

Implementing Classroom-based AAC Instruction for Beginning Communicators with Significant Disabilities by Dr. Lori Geist, Dr. Claire Greer, Kathryn Dorney, and Sofia Benson-Goldberg

Core Vocabulary, Attribution and Aided Language with Preschool Students with ASD by Kathryn Dorney and Dr. Karen Erickson.

Project Core Implementation Model: Putting into Practice with Communication Apps and Devices by Dr. Lori Geist.

Project Core Reexamined: Year 3 Review by Dr. Lori Geist, Dr. Karen Erickson, Kathryn Dorney, and Sofia Benson-Goldberg.

Classroom-wide Communication Instruction for Students with Severe Disabilities: Year 2 by Dr. Lori Geist, Dr. Karen Erickson, Dr. Claire Greer, and Kathryn Dorney.

A Case Analysis of Communication Intervention: Year 1 by Lisa Erwin-Davidson.

Implementation Program Review for the Multi-Tiered System for Augmenting Language by Dr. Lori Geist, Dr. Karen Erickson, Dr. Penny Hatch, and Dr. Claire Greer.

Using Core Vocabulary in Emergent Literacy Instructional Routines by Dr. Penny Hatch, Dr. Lori Geist, Dr. Karen Erickson, Dr. Claire Greer, and Lisa Erwin-Davidson.

Core Vocabulary AAC Instruction for Students with Significant Cognitive Disabilities by Dr. Lori Geist, Dr. Karen Erickson, and Dr. Penny Hatch.

Teaching Core Vocabulary Words and Symbols to Students with Complex Communication Needs by Dr. Penelope Hatch, Dr. Lori Geist, and Dr. Karen Erickson.

Videos from this presentation can be viewed in the DLM Core Vocabulary and Communications Module on DLM’s Professional Development website. (In the self-directed version, the videos can be seen near the end of the module. In the facilitated version, the videos can be found in the PowerPoint presentation available for download.)

Strengthening Your Core: A Core Vocabulary for the Common Core by Allison Dennis, Dr. Karen Erickson, and Dr. Penelope Hatch.

A Core Issue: A Core Vocabulary for the Common Core by Allison Dennis, Penelope Hatch, and Karen Erickson.

AAC Core Word List (see comments below)

  • Column B shows the rank of each listed word based on several factors. These factors include the number of core vocabulary lists a specific word appears in, whether the word is listed in Sally Clendon’s research indicating the 150 most frequently used words in writing samples of students in grades K-4, and the U score.
  • Column C shows the U score for each word. This number is based on how frequently the word is found in written English and how widely dispersed the word is among grade levels (K-12) and across subjects. The higher the U score, the more frequently the word occurs in written English and the more widely dispersed the word is.
  • *Note-This vocabulary list is based on ongoing research. Therefore, there will likely be some changes in the current draft.

 

ISAAC Handouts

Effects of Embedding Core Vocabulary in Emergent Literacy Instructional Routines by Dr. Penny Hatch, Dr. Lori Geist, and Dr. Karen Erickson.

Evaluation of Project Core Professional Development Modules: Usage Data and Participant Reported Value by Dr. Lori Geist, Dr. Penny Hatch, and Dr. Karen Erickson.

Classroom-based Communication Instruction: Project Core Year 3  by Dr. Lori Geist, Dr. Penny Hatch, and Dr. Karen Erickson.

Core Vocabulary for Students with Significant Cognitive Disabilities: Essential Tools, Teaching Strategies and Assessment Components by Dr. Lori Geist, Dr. Karen Erickson, Dr. Penny Hatch, Dr. Claire Greer, and Lisa Erwin-Davidson.

Creating a Core Vocabulary for Common Core Curriculum by Karen Erickson, Penelope Hatch, Allison Dennis, and Marlene Cummings

Other Presentations

NC ACA 2013 Handouts

PC-24 Moving Forward: Curriculum Adaptations for Inclusion of Students with Severe Disabilities

Pati King DeBaun, Patrick Brune, Karen Biggerstaff, and Karen Erickson, Ph.D.

STFLS Surprises: Supporting a Range of Learners Through the Beginning Literacy Framework

Karen Erickson and Caroline Musselwhite

  • Famous(CompLesson1) for use with the Start-to-Finish Literacy Starters book, Famous, in the Yearbook: Friends and Feelings set
  • Famous(CompLesson2) for use with the Start-to-Finish Literacy Starters book, Famous, in the Yearbook: Friends and Feelings set
  • Famous(ask vocab) for use with the Start-to-Finish Literacy Starters book, Famous, in the Yearbook: Friends and Feelings set
  • STFLS Surprises handout the powerpoint slides from the presentation

Supporting Writing Strategy Development in the General Education Classroom

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