Tuesday, October 20, 2026
8:00 am - 3:30 pm
Workshop Summary:
This workshop will focus on the underlying characteristics of cognitive and motor development, especially what has become critical analysis of the teaching needed to support independent AAC use. Cognitive load, motor memory, including cognitive mapping, senses maturation, and sensory processing experience will be examined as to their impact on the child’s ability to manage an AAC system. This analysis will also direct the teaching and support of the adults within the child’s environment as well as focus on the learning that the adult must acquire too.
Using an AAC device is not simple, nor natural, but the desire to communicate, to be engaged in tasks with others, is natural and powerful.This AAC competence can develop with an increased understanding of human cognitive and motor mechanisms.
Professional Development Credits:
IACET CEUs: 0.65
ACVREP CEs: 6.5
Learning Outcomes:
Identify at least 2 causes of “Cognitive Overload” and 2 recommended methods to manage them.
Define “cognitive load” and “motor memory” and describe how they work together in developing AAC independence.
Name at least two stages of cognitive development according to Piaget and demonstrate their relationship to teaching and learning the use of an AAC system.
Presenter(s)
Registration Options:
| Description | Workshop Fee | Register |
|---|---|---|
| 3-Day Conference Registration: (Workshop included at no additional cost with 3-day conference registration) | $0 | |
| Tuesday-Only Workshop Registration | $375 | Workshop Only Registration |
Learn more About this Workshop
Presenter-provided Abstract:
When supporting a child in becoming a communicator, (especially a child who is non-speaking and needs to use augmentative communication systems), teaching the use of the system presents numerous challenges. Most often, the focus of this process is assessment, choosing access, choosing a device, and then using the device with the child and her family. Many different “teaching” strategies may be employed but many physiological and neurophysiological characteristics of development are not included.
Children are developing and maturing, as are their sensory systems, their cognitive growth and their motor experiences. Teaching and using an AAC system must utilize methods of teaching that “match” the child’s current levels of functioning, as well as planning for their growth. Yet, where is the child functioning? How can a child’s performance be measured when the child has been coping with medical challenges, and developmental interruptions, as well as limited independent postural control?
Today’s workshop will focus on the underlying characteristics of cognitive and motor development, especially what has become critical analysis of the teaching needed to support independent AAC use. Cognitive load, motor memory, including cognitive mapping, senses maturation, and sensory processing experience will be examined as to their impact on the child’s ability to manage an AAC system.
This analysis will also direct the teaching and support of the adults within the child’s environment as well as focus on the learning that the adult must acquire as well.
Using an AAC device is not simple, nor natural, but the desire to communicate, to be engaged in tasks with others, is natural and powerful. This AAC competence could be enhanced with an increased understanding of the human cognitive and motor mechanisms we all share.