|Description||Language Acquisition through Motor Planning (LAMP) is a therapeutic approach based on neurological and motor learning principles. The goal is to give individuals who are nonverbal or have limited verbal abilities a method of independently and spontaneously expressing themselves in any setting.
LAMP was developed out of the clinical practices of John Halloran, MS, CCC-SLP, Cindy Halloran, OTR, and Mia Emerson, MS, CCC-SLP. In their interactions with nonverbal individuals with autism, they found that:
Language and social interaction may be effected by impairments in motor skills and auditory and sensory processing. Some interventions currently in use with individuals with autism focus on the perceived strengths associated with autism, such as visual learning and the desire for structure.
- Giving individuals access to core words on a speech-generating device,
- Teaching those words in sensory-rich activities, and
- Accessing each word on the device with a consistent, unique motor pattern with auditory feedback provided a means for developing independent communication.
The LAMP approach not only utilizes visual learning and the desire for structure, but it also addresses core deficits affecting language delay to improve spontaneous, generative communication.
LAMP strives to improve language and communication by:
- Imitating the neurological processes associated with typical speech development
- Pairing a consistent motor movement with consistent auditory feedback and a natural response while using a SGD (speech generating device).
- There are no cognitive prerequisites for the implementation of LAMP as intervention can begin at the cause and effect level and systematically build upon the stages of natural language development.
Day 1 LANGUAGE
ACQUISITION THROUGH MOTOR PLANNING (LAMP)
LAMP is an augmentative alternative communication (AAC) approach
designed to give a method of individuals to independently and spontaneously
express themselves through a speech generating device (SGD). This course will
cover the components of LAMP: readiness to learn, engaging the learner through
joint engagement, and learning language through a unique and consistent motor
plan paired with an auditory signal and a natural consequence. Discussion will
include how this approach addresses the core language deficits of autism,
device features that are beneficial to teaching language, and how to use those
features to implement LAMP components. Videos will be used to illustrate the
PRCs language system and devices will be used to illustrate treatment
components; however LAMP principles can be applied to other products. Due to
the limited duration of this course, hands-on time with devices will be limited
Presenter Teresa Parrill, M.S., CCC-SLP is a
speech-language pathologist employed as the Project Manager in the Infant
Communication Lab at the University of Nebraska-Lincoln. She has been in this
position since a move to the Omaha/Lincoln area with her family in 2014. In
this position she conducts research with children in various stages of infancy
to determine warning signals for difficulties with speech, language and social
communication in later ages.
Before moving from Colorado she spent much of
her 15-year career working in early intervention specializing in augmentative
communication and autism. She worked closely with families to provide AAC
services to children with complex speech and language needs ages up to the age
of 20. Teresa has also worked with The Center for AAC & Autism as a LAMP™
Trainer since 2008.
received her undergraduate degree from the University of Northern Iowa in 1995
and her master’s degree from the University of Nebraska-Lincoln in 1997. She
maintains her certificate of clinical competence from the American Speech and
Hearing Association as well as her Nebraska state license. Teresa is dedicated
to providing quality speech and language services to children and families
across the country.
Participants will be able
1. Define the role of readiness to learn and shared focus in the implementation of AAC with children with ASD.
2, Explain the importance of using motor patterning to develop motor automaticity for children with ASD who use AAC.
3, Examine the use of a form/function profile as well as an interest inventory for use with children with ASD.
4. Discuss implementation strategies for teaching children with ASD to use AAC.
5. Discuss strategies for
analyzing the efficacy of communication treatment.
|Location||Conference Room B - North Wing
June 25, 2018
|Distance Learning||No, this section can NOT be taken via distance learning.
|Lunch||Yes, lunch is provided.
|Students||No, student support is NOT enabled for this section.
|Extra Credit||No, this section can NOT be taken for college credit.
|Comments||Registration from 8:30 a.m. - 9:00 a.m. Workshop begins at 9:00 a.m.
This training is paid for through the Nebraska ATP grant.
ASHA CEUs = 0.5