the second highest rating was ‘novice/beginner’ at 18.4%. In this small sample, we can see that the collaborative nature of AAC support can empower SLPs when working with people who use AACs.
• Will participate in training until confident to lead • Facilitates organizing the training with staff/parent BEGINNING THE COMPREHENSIVE ASSESSMENT When beginning a school based AAC assessment, the first step is getting an assessment plan. When AAC consultants are contacted we remind SLPs that a comprehensive language and speech assessment must be completed for these students, in- cluding testing. We at times provide recommendations and support for using assessments with students with complex communication needs. There are many tests that can be used with students with complex communication needs. Standard- ized tests that we recommend are the Receptive One Word Picture Vocabulary Test - Fourth Edition (Martin & Brownell, 2011b), Expressive One Word Picture Vocabulary Test - Fourth Edition (Martin & Brownell, 2011a), Peabody Picture Vocabulary Test - Fifth Edition (Dunn, 2018), Rosetti Infant Toddler Language Scale (Rosetti, 1990), Receptive Expressive Emergent Language Test - Fourth Edition (Brown, Bzoch, & League, 2020), and Pre- school Language Scales - 5th Edition (Zimmerman, Steiner, & Evatt Pond, 2011). Criterion based assessments are often times a better measurement of students with complex communication needs skills. We recommend using The Communication Matrix (Rowland & Fried-Oken, 2010), Dynamic AAC Goals Grid - Edition 3 (DAGG-3) (Clarke & Tobii Dynavox, 2022), Functional Commu- nication Profile - Revised (Kleiman, 2003), Early Functional Com- munication Profile (Jensen, 2012), Nonverbal Communication Skills section of the Clinical Evaluation of Language Fundamen- tals - Fifth Edition (CELF-5) Pragmatics Profile checklist (Wiig, Semel, & Secord, 2013), and the Test of Aided Language Com- munication Symbol Performance (TASP) (Bruno, 2010). These assessments can provide a holistic assessment of how and why a student with complex communication needs expresses their wants, needs, ideas, and thoughts.
Image 1 - School district survey pie chart addressing level of expertise with AAC.
SUPPORTING SLPS Our team implements a train the trainer approach to AAC education and support for each school site's multidisciplinary team. We are meant to give these SLPs all the resources we can to help them feel like experts themselves! This all starts at the assessment. When we are contacted by the SLPs we outline the assessment process. The real work begins when we meet for the assessment and device trials. At times, SLPs are excited and hap- py to see us, but sometimes they are nervous and overwhelmed about the unique dynamic assessment style that is required with an AAC assessment. Before we even begin the appoint- ment, we talk about the students. Emphasizing the needs and strengths for the students during the device trials is incredibly important. Although we may have the most knowledge about AAC during the assessment, these SLPs are the experts on their students. Each student has unique needs, challenges, interests, and strengths. It’s our job to help highlight and support them to the best of our ability. AAC Consultant: An SLP who supports the school’s SLP with their AAC needs - • Does not do the assessment independently • Reviews report • Orders devices • Helps with maintenance. • Leads training until SLP is confident • Houses a variety of Lite, No, Mid and High tech devices. School Site Provider/SLP: The SLP assigned to the school to carry out assessments and treatment - • Administers most of the AAC assessment • Write the report • Presents the information at the IEP • Does the therapy
Image 2 - Flow chart for AAC assessment process.
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