TREATMENT SUPPORT: After the device is at the school site, our role is now to sup- port the SLP as needed. How do we do this? We help with any questions that pop up during treatment, but ultimately the sup- port is up to the SLP. With more complex cases we consult more frequently, especially with alternate access. Most of our support is relaying resources, therapy ideas, and assisting any customiza- tion needs that they need. Systems are established to help ben- efit this need and empower the confidence including monthly emails with therapy ideas and resources. WHAT ELSE DO AAC CONSULTANTS WE DO? WE ANSWER QUESTIONS LIKE: • “I think he needs a new app, what do you think?” • “It’s not working, help!” • “They get angry when I take it out, what should I do?” • “It’s not being accessed by the classroom, can you talk to them?” • “The iPad is missing, can they get another one?” REFLECTIONS: When we polled a small sampling of SLPs from other districts, we found that 33% of those who participated felt moderately or expertly confident with AAC.
AAC Consultant’s Role: • 5 day policy: SLP sends full report at least 5 days before the IEP for review • Correct Report Template • Consultant’s name is under “Tests and Validity”, but not as a report writer • What we look at? The WHOLE thing • Review what goes into the IEP (FAPE 1, FAPE 2, Goals, PLP) • Process device paperwork once IEP • AAC Device order outline • SLPA role in device delivery: SLPAs typically arrange a de- vice pick up appointment, delivery date, and program the device prior to drop off. They also offer SLPs to arrange device trainings with AAC consultants. AAC TRAININGS: One of the best ways to learn a new skill is to be hands on. The Train the Trainer model is a framework intended for seasoned trainers/SLPs in coaching new trainers/SLPs who are less expe- rienced with the skill. Instead of having one individual who is mastered in the subjects and would need to teach multiple IEP teams throughout the year, this system establishes multiple in- dividuals who understand the skill. In time, this strengthens the team as a whole. (Side Note: AAC SLPAs should not be providing training.) The way the framework looks is an umbrella system. In that the district SLPs are divided among multiple consultants. Rather than every consultant attending every AAC IEP Team training, the consultant trains the SLP (either groups or individuals) and they then go out and train all their student’s teams. The consul- tant is available for the first few trainings as a support system and then that support is faded. In addition to less trainings be- ing attended, the SLP is establishing confidence in the device and this is reflected towards the teachers and parents. Train. Model. Observe. Empower. Support. Train the Trainer Model Goals: o Faded SLP support from consultant o SLP is the party planner - they schedule the meeting be- tween them, teacher, and consultant (if needed). o Everyone welcome to attend. We encourage all the stu- dents supports to join. o The SLPs are able to lead once confident AAC Consultants Role: o Scheduling multiple trainings with SLP o Provide SLP with documentation – AKA websites and vid- eo tutorials o Preparing an agenda beforehand with SLP o Having SLP run specific portions o Follow up email from SLP to Teacher and Parent
Further feedback from SLPs in other California districts with a variety of different support styles:
• “In my last 2 districts it is all on me or the lead SLP. I trial 3 options and we would outsource if we needed a Tobii. We have higher ups that may do it for me. I’m not afraid of it, but I feel I have more to learn.” - SLP, Tenn. PS formerly California PS • “Someone comes out, but it gets pushed back and no one ever comes. I end up just putting the free versions on the classroom iPad and then no one uses it” - SLP, Northern California Public School • “In my last district there was a team (O.T.; SLP) from the Selpa [Local District Resource] who came out to the school at our request. The providing therapist could trial core boards, communication books, and Go Talk's and use them with students without the SELPA team assessment. We would email them and fill out a form similar to the Communicative Intent form. Then they would put us on the schedule (which often was backed up) and come out together to do the assessment. The assessment was done at the school with the providing SLP. The assessment was done and the report was written by the team. They would also train the teacher, therapist, and parent on the recom- mended device. “- SLP, Southern California Public School • “I do them if it is only looking at apps. If we need more, I’d have to have someone come out. The other SLP’s I work
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