Use Language Samples to Support Ongoing Augmentative Communication Intervention by Gail Van Tatenhove

The registration period has closed for this event.


Registration open through 9/15/2022 10:45 PM Central Time (US & Canada)


Please contact Jenn Skalitzky, with any questions.

Course Description

Course runs September 12th through December 17th

This course, entitled Use Language Samples to Support On-Going Augmentative Communication, is an online course for district-level Assistive Technology Teams, specifically speech-language pathologists on the teams. It is an asynchronous course consisting of 12 modules and 4 live webinars. live, 30-minute meetings to discuss the modules. Each module includes a recorded PowerPoint show, application activities, and questions to be discussed in an on-line forum.

Live webinar dates (webinars will be recorded)
-10/04/2022, 7:00pm – 7:30pm CT
-10/13/2022, 7:00pm – 7:30pm CT
-11/15/2022, 7:00pm – 7:30pm CT
-12/15/2022, 7:00pm – 7:30pm CT

The course covers the following topics:
• Module 1: Benefits of Language Sample Collection and Analysis (LSCA)
• Module 2: Privacy and Confidentiality in LSCA
• Module 3: Current Language Assessment Practices: How Does LSCA Fit In?
• Module 4: Collect a face to face Language Sample
• Module 5: Analyze Pragmatic Skills and Set Pragmatic Goals
• Module 6: Analyze Vocabulary Skills and Set Vocabulary Goals
• Module 7: Analyze Morphology Skills and Set Morphology Goals
• Module 8: Analyze Syntax Skills and Set Syntax Goals
• Module 9: Analyze Communication Partner Skills and Set Partner Goals
• Module 10: Track Intervention Outcomes on Target Goals
• Module 11: Use Automated Data Logging to Collect Language Samples
• Module 12: Explore Resources and Software Tools to Analyze Language Samples


Following the completion of this course, participants will be able to:

  1. Describe the benefits of language sample collection and analysis with people who use AAC systems.
  2. Ensure a person's privacy and confidentiality when collecting and analyzing language samples.
  3. Explain how language sample collection and analysis fits in with other assessment practices.
  4. Use a variety of strategies for collecting language samples during face-to-face interaction.
  5. Define and delineate utterances in language samples.
  6. Analyze a language sample for pragmatic skills in order to develop pragmatic intervention goals.
  7. Analyze a language sample for vocabulary skills in order to develop vocabulary intervention goals.
  8. Analyze a language sample for morphology skills in order to develop morphology intervention goals.
  9. Analyze a language sample for syntax skills in order to develop syntax intervention goals.
  10. Describe communication partner variables in order to address communication partner training needs.
  11. Track intervention outcomes on target goals through collection and analysis of additional language samples.
  12. Discuss the benefits and challenges of automated data collection and analysis through software programs.

Course Target Audience: Speech language pathologist, special education teachers, occupational therapists or physical therapists.

Financial Disclosure: Gail Van Tatenhove is receiving an honorarium for this course. She also receives honoraria from presentations at conferences, collaborative practices and consultation on intervention needs.

Non-Financial Disclosure: Gail Van Tatenhove has no relevant non-financial relationships.

Accommodations: Please contact Jennifer Skalitzky at least two weeks before the course begins., 708-444-8460 x 265

Continuing Education

This course provides 2.05 ASHA CEUs

Course Fees

Registration is $525.00

  • Infinitec charges a $5.00 non-refundable processing fee for SLPs who use the ASHA CE Registry; this fee is in addition to the annual ASHA CE Registry fee and does not apply to those who independently track their credit hours.
  • A refund will be provided up to a week before the course begins.


Gail is a speech-language pathologist with more than 40 years of experience working with children and adults who use AAC systems. After graduating from the University of Wisconsin-Eau Claire in 1977, she began her journey working at a special school in Iowa that served children, aged 3 to 22, who had significant, multiple disabilities. While part of that program, Gail implemented a groundbreaking program, through a grant she wrote, that provided electronic and voice-output AAC systems for all students atrisk for developing functional speech. Gail continued to promote AAC by joining a statewide AAC assessment team that served students across the state of Florida. For 6 years, Gail conducted multi-disciplinary assessments and traveled to local school districts to assist in implementing AAC programs. Since 1988, Gail has maintained a private practice, providing ongoing therapy services with children and adults using AAC systems. This work has helped her develop strategies for working with families, group home staff, and school teams. Gail's specialty area is in the teaching of core vocabulary and the support of people who use Minspeak-based speech generating devices.


Zoom links will be sent after registration.