Image 2 - Clinician REsponse to Teletherapy - Mentimeter
not landing. Joint Engagement requires us to look for the same social ex- change and moments of joy we would expect in an in-person session. At times, this means becoming an observer and coach as we support a communication partner in following the AAC users lead, always keeping in mind that the goal of each session is increased communication, and not work! Providing Consistent and Unique Motor Plans via an online therapy session requires us to be mindful of how we are mod- eling and prompting use of the device during teletherapy. We need to give in-person communication partners specific instruc- tions and feedback about modeling and prompting, including coaching them to find vocabulary and making use of tools such as vocabulary builder and word finder. We are also able to mod- el through screen-sharing, or the use of an external document camera. If technology resources allow, parents can even log in on a second device to allow for a view of the AAC user access- ing their device. It is particularly important to remind in-person communication partners, not to begin a motor plan for an AAC user (e.g., by pressing the first button in the sequence) so that the AAC user is learning the entire motor plan. Auditory Signals are provided by the voice output function of the device, but dependent on the technology, the clinician may not be able to hear the voice output, so again it is import- ant to have clear communication with the in-person communi- cation partner so that they can provide information or adjust the
tended to fall into three categories: direct, parent-coaching and hybrid, with most falling into the last category. We discovered that it was vital to have conversations with families and communication partners about technology, gaug- ing their comfort level as well as their access to specific tools (e.g., laptop, ipad, smartphone). Pre-planning and communica- tion with families took on increased importance as we realized this could be the difference between a successful treatment ses- sion and an exercise in frustration for all parties. And as we expected, we did find that the LAMP principles we were so familiar with applied to telepractice as well. However, there were additional considerations, which we outline below. Readiness to Learn now applies to both AAC users and par- ent/caregiver/communication partners. We need to ensure that the adult supporting the AAC user is also in a state that allows them to be able to receive benefit from the interaction. Recog- nizing caregiver overwhelm and burnout is helpful for gaug- ing when to introduce new information or practice unfamiliar skills. For the AAC users, we are able to apply what we already know about these individuals to determine what type of ses- sion would be most beneficial. For some this means very few di- rect on-screen activities, and more physical activities with their in-person communication partners. For others it means hand-on activities like making a snack in the kitchen or walking around on a scavenger hunt. Keeping up motivation also means being willing to abandon a carefully laid out plan when you find it is
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