I Graduated, Now What?

Dec 22/Jan 23 Closing The Gap Solutions - Collaborating With Augmentative and Alternative Communication (AAC) Users Gains A New Perspective To Best Support Clients By Lydia Dawley

augmentative and alternative communication (AAC)

Meaningful Opportunities for Community, Social Interaction, and Mentorship for AAC Communicators

Summary : “I Graduated, Now What?” explores how individuals with complex communication needs who use AAC can build meaningful lives after leaving school. The article follows Sidney Daswick’s journey, showcasing opportunities for men- torship, community engagement, and personal growth. It highlights the role of strong support systems, including family and professionals, and shares practical strategies for fostering communication, social connections, and leadership. Readers will gain insight into post-graduation pathways that emphasize fulfillment, accessibility, and lifelong learning.

INTRODUCTION Graduating from the structured environment of school can be both exciting and daunting, especially for individuals with complex communication needs who use augmentative and alternative communication (AAC). While school provides built- in support for social interaction, learning, and communication growth, the transition to life after graduation can often leave

AAC users and their families asking, "What now?" Many AAC users may feel unsure about how to continue developing their communication skills, building relationships, and contributing meaningfully to the community, especially when traditional paths like higher education or employment may not align with their needs. Sidney Daswick’s journey exemplifies how an individual

MARY ANNE BARNO, CF-SLP, ATP is an Assistive Technology Analyst at Northern Arizona University’s Assistive Technology for Employment and Independence (ATEI) Program and a CF-SLP at Therapy One. Since 2007, she has supported individuals with complex communication needs, providing both technical and practical support. As a RESNA Certified Assistive Technology Professional (ATP), she ensures AAC users have the tools and resources to succeed. Mary Anne leads an AAC user group in Central Valley, AZ, co-leads a virtual AAC group, and manages the Traveling Talker Time social media platform. She also organizes an AAC Book Club and summer Coffee Hour, fostering connection, mentorship, and shared learning within the AAC community. barno.mary@gmail.com KIM DASWICK, BSN, RN, is a dedicated advocate and support partner in Sidney’s AAC journey. With a back- ground in nursing, she combines her medical expertise with a deep commitment to fostering Sidney’s growth, independence, and community engagement. Since Sidney’s early years, Kim has played a vital role in providing both logistical and emotional support, ensuring she has the resources to thrive. Her dedication highlights the importance of family involvement in empowering AAC users to build meaningful lives. kimberlydaswick@gmail.com SIDNEY DASWICK is a dedicated AAC user whose journey reflects resilience, creativity, and leadership. She actively engages in the AAC community as a tutor, mentor, and advocate, inspiring others through her work. Sidney co-hosts Traveling Talker Time AAC, leads an AAC Book Club, facilitates Out and About activities, mentors students, and hosts virtual events like Saturday Coffee Hour. Passionate about cooking, traveling, and teaching, she demonstrates how personal passions can shape a fulfilling and impactful life. sidneydaswick@gmail.com

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with complex communication needs using AAC can create fulfilling lives beyond school. Sidney has embraced a range of opportunities that foster personal growth, community engagement, and social interaction. This article highlights Sidney’s experiences and strategies, demonstrating how meaningful participation and connection remain possible after graduation. SIDNEY’S JOURNEY: BUILDING A MEANINGFUL LIFE BEYOND SCHOOL Sidney Daswick is a passionate AAC user whose journey highlights resilience, creativity, and leadership. Currently attending day programs in Scottsdale and Flagstaff, Arizona, Sidney enjoys cooking, traveling, and teaching. Her work as a tutor, mentor, and advocate for the AAC community has inspired others and shows how non-traditional paths can lead to a rich, fulfilling life. Sidney’s contributions include co-hosting Traveling Talker Time AAC, leading an AAC Book Club, facilitating activities during Out and About, mentoring at a local school district, and hosting virtual events like a Saturday Coffee Hour. These activities not only enrich her life but also create opportunities for others to connect and grow. Sidney’s story exemplifies how identifying and nurturing personal passions can lead to a meaningful and impactful life, even when the traditional education-to-career journey isn’t the right fit. Sidney actively contributes to the AAC community through initiatives such as: • Co-hosting Traveling Talker Time AAC • Leading an AAC Book Club

celebrating milestones, Kim ensures that Sidney has the practical and emotional backing needed to continue developing. This collaboration between mother and daughter underscores the importance of family support in the lives of AAC users, ensuring they have the foundation to thrive. MARY ANNE'S ROLE IN SIDNEY’S JOURNEY Mary Anne, an Assistive Technology Analyst at NAU’s Assistive Technology for Employment and Independence (ATEI) Program and a CF-SLP at Therapy One, has played a crucial role in Sidney’s post-graduation growth. Since 2007, she has supported individuals with complex communication needs, using her experience to provide Sidney with both technical and practical support. As a RESNA Certified Assistive Technology Professional (ATP), she ensures Sidney has the necessary tools and resources to succeed. Beyond her direct support, Mary Anne leads an AAC (Augmentative and Alternative Communication) user group in Central Valley, AZ, co-leads a virtual AAC group, and manages the Traveling Talker Time social media platform. Through these initiatives, she has fostered a strong AAC community built on connection, mentorship, and shared learning. Additionally, she organizes the AAC Book Club and summer Coffee Hour, creating spaces for AAC users to engage, learn, and build social connections. Together, Mary Anne and Kim form an essential part of Sidney’s support system. Their combined expertise and dedication empower Sidney, demonstrating how a strong support network can drive meaningful personal and community impact. UNDERSTANDING SIDNEY’S COMMUNICATION GROWTH THROUGH THE DAGG-3 FRAMEWORK The DAGG-3 framework is a valuable tool for assessing and supporting AAC users. It identifies different skill levels, helping to tailor support based on where an individual falls within the framework. By understanding these levels, caregivers, educators, and therapists can provide targeted interventions and opportunities that foster growth, independence, and effective communication for AAC users. Sidney’s development aligns with the following skill levels: TRANSITIONAL INDEPENDENT • Social Skills: Communicating effectively and in socially appropriate ways across different settings. • Operational Skills: Ability to maintain, navigate, and operate the AAC system using the chosen access method with minimal support. • Strategic Skills: Utilizing strategies to overcome or minimize the functional limitations of AAC to ensure effective participation.

• Facilitating Out and About activities • Mentoring at a local school district • Hosting virtual events like Saturday Coffee Hour

These activities not only support her own growth but also provide others with opportunities for learning and connection. Her journey highlights how pursuing personal passions can lead to a life of impact, meaning, fulfillment and FUN! THE ROLE OF SUPPORT SYSTEMS KIM’S ROLE AS SIDNEY’S SUPPORT SYSTEM Kim, Sidney’s mother, has been a steadfast advocate for her daughter’s success since the beginning of their AAC journey. Kim’s involvement dates back to when Sidney was just three years old, and she has been a dedicated partner in Sidney’s growth ever since. Kim actively seeks out opportunities for Sidney to learn, grow, and engage with the AAC community, providing both logistical and emotional support. Kim’s role extends beyond just organizing and facilitating; she is Sidney’s biggest cheerleader. Whether helping Sidney prepare for tutoring sessions, navigating new opportunities, or

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CONTEXT-DEPENDENT • Linguistic Skills: Expressing and understanding language, learning and using vocabulary, reading, writing, and spelling. • Dependence on Context: AAC users at this level rely on structured environments, familiar partners, and known topics to successfully communicate and engage. Recognizing these distinctions helps tailor Sidney’s support, ensuring her continued communication development. NAVIGATING LIFE AFTER GRADUATION: KEY CONSIDERATIONS As Sidney transitioned out of the school system, her parents found themselves contemplating how to best support her ongoing development. With no formal school structure to rely on, they focused on the questions that would guide their approach to ensuring Sidney continued to thrive. These thoughtful reflections shaped their efforts: 1. How can we continue fostering Sidney’s communication development now that she is no longer in the school system? With school behind her, Sidney’s parents sought ways to maintain and even enhance her communication skills, ensuring she continued to learn new vocabulary, practice her communication device, and improve her interactions. 2. What steps can we take to help Sidney become more actively engaged in her community, given the limited opportunities available for adults with AAC? Recognizing that community engagement was more challenging after graduation, they explored ways to create new opportunities for Sidney to participate in meaningful activities and raise awareness about AAC within their local community. 3. How can we support Sidney in building and maintaining meaningful social connections outside of school, especially considering her preference for passive activities like watching TV? Sidney’s parents understood the importance of her maintaining social relationships, so they looked for ways to help her interact with friends and peers, offering opportunities that felt natural and enjoyable to her. 4. What strategies can we implement to balance Sidney’s personal growth, community involvement, and social interactions, while respecting her pace and preferences? Above all, Sidney’s parents aimed to strike a balance between supporting her development and giving her the flexibility to engage in activities as she felt comfortable, ensuring that these efforts were sustainable and suited to her needs. By reflecting on these key questions, Sidney’s parents

were able to create a plan that supported her holistic growth—fostering her communication skills, strengthening her community connections, and maintaining her social relationships in a meaningful way with her support team. SIDNEY’S EDUCATIONAL AND MENTORSHIP JOURNEY As Sidney transitioned out of the traditional school system, her educational journey evolved into a multifaceted approach that not only continued her learning but also empowered her to teach and mentor others. Together, as a team, we developed a series of flexible programs that were tailored to Sidney’s goals, supporting her growth and fostering a strong learning community.

“I wanted to be a teacher. I like to help people.” - Sidney Daswick

1. Teach and Talk was originally designed to empower Sidney to teach and mentor others in a relaxed, creative environment. The concept was inspired by an idea from Sidney’s high school compensatory education teacher, which emphasized the value of sharing knowledge in an informal setting. Working with her support team, Sidney would collaborate during tutoring sessions to brainstorm and develop engaging lesson ideas. These lessons were then filmed and posted on YouTube and a dedicated website, giving Sidney the opportunity to connect with others while sharing what she had learned. The program focused on a no-pressure approach, emphasizing purposeful practice over performance, ensuring that each session contributed to Sidney’s growth in a supportive learning environment. Although Teach and Talk no longer exists, the experience allowed for growth and adaptation, helping Sidney and her team understand what works best for her and her community moving forward. 2. Tutoring became a way for Sidney to mentor other AAC users at a local school district. She prepares for each session by working with her parents, care providers, and speech therapist, practicing her approach and refining the content. Although there were challenges in figuring out the logistics, such as who would help her prepare for the sessions and assist with transportation, her strong support system worked together to find solutions. With a clear plan in place, these hurdles were overcome, allowing Sidney to lead the tutoring sessions at the school. Through this process, she not only helps students see what they can achieve but also demonstrates the value of teaching using the same tools and methods they are learning to use. Sidney’s role as a mentor highlights the importance of real-world application in learning and the power of peer-led teaching, showing that with the right support, meaningful participation is always within reach. 3. AAC Zoom Cast was created to offer engaging learning

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Related Reading: "Learning to Use Augmentative and Alternative Communication (AAC): Is There a Mentoring Role for Adults Experienced in Using AAC?" (Ballin, Balandin, Togher, & Stancliffe, 2009). This research highlights how adults who use AAC express a desire for more opportunities to engage in meaningful work, whether paid or voluntary. Mentoring individuals learning to use AAC offers experienced users a chance to volunteer and positively impact their community. It underscores the importance of mentorship roles, emphasizing how initiatives like Sidney's can bridge the gap between personal growth and community contribution. COMMUNITY ENGAGEMENT: BUILDING CONNECTIONS AND LEADERSHIP AMONG AAC USERS For many adults who use AAC, community engagement opportunities can be scarce, particularly when compared to the social activities found in high school settings. Recognizing this gap, a community-driven effort was created with the goals of increasing AAC awareness, utilizing existing resources, and creating new opportunities for connection. This effort has evolved through collaborative feedback from AAC users and Speech-Language Pathologists (SLPs), identifying the need for shared leadership roles, especially for long-time users who have been part of the AAC community since childhood. The activities are evaluated and refined annually, with the aim of ensuring inclusivity and flexible participation, allowing members to engage as much or as little as they wish. This effort represents the power of community in fostering support, growth, and connection for AAC users. “I love out and about. I have been going since I was small. We go to bowling, grocery stores, parks, museums, bookstores and ice cream shops. I like chocolate ice cream. Every year we go caroling December at mall. Walk to store and sing. My favorite. It is very fun. Awesome. I talk to people. I order food. I help do activity. Friends come and talk with me. We did yoga. I love yoga. It fun. We do in chair. Fun way to get out.” - Sidney Daswick 1. Out and About group, founded 28 years ago by Dr. Caroline Musselwhite and Deanna Wagner, M.S., CCC-SLP, has become a vital community for individuals who use AAC, along with their families, friends, therapists, and mentors. This inclusive group welcomes people of all ages who use any communication device or system, gathering monthly for activities like visiting local restaurants, coffee shops, marketplaces, and hiking spots, with virtual meetings also available. As the group evolved, it became clear that sharing leadership was essential, particularly as long-time members grew from children into adults. To ensure the group remained dynamic and supportive, they began distributing

experiences for individuals with communication challenges, especially during a time when traditional in-person interactions were limited. Inspired by the COVID-19 pandemic, which disrupted face-to-face activities, the idea for the Zoom Cast emerged to ensure continuity in learning and social connection for Sidney and others. Sidney collaborated with a speech therapist, who had long been involved in her educational journey, to plan weekly sessions and develop content. Monthly Zoom Cast events were hosted, integrated with Sidney’s day program, and allowed for remote participation. The sessions were designed to be inclusive, featuring fun games and icebreakers to foster engagement for AAC users at all levels. Although the Zoom Cast is no longer an ongoing initiative, its creation was a valuable learning experience. It highlighted how things may come and go, and through these experiences, we learn what works for us and what doesn’t, ultimately shaping the path forward. 4. Book Club was created to enhance literacy and communication skills among AAC users, while also addressing Mary Anne’s need for additional graduate program hours. The program took a structured approach, centering around a book club that incorporated the established PRC-Literacy Planners, which provide curated books and monthly activities specifically designed for AAC users. To facilitate both in- person and virtual participation, existing PDF materials were transformed into interactive Google Slides. The Book Club’s key features included using these established literacy tools to streamline the process, engaging AAC users in meaningful and interactive literacy activities, and utilizing Google Slides to foster dynamic collaboration and continuous support. This event continues to take place on a monthly basis, providing ongoing opportunities for literacy development and community engagement KEY TAKEAWAYS These programs and experiences represent a journey of growth, adaptation, and connection for Sidney, highlighting her commitment to not only developing her own skills but also empowering others in the AAC community. Each initiative—whether it’s tutoring, Book Club, or virtual learning opportunities—has evolved to fit the changing needs and availability of both Sidney and her support team. The continuous learning and adjustment of these programs reflect the ongoing process of discovery and understanding what works best for each individual. While some programs may no longer be active or have undergone changes, the underlying goal remains the same: to create meaningful opportunities for communication, community, and growth. Sidney’s story is a testament to the power of adaptability, support, and the belief that learning doesn’t end after school—it simply evolves.

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leadership roles to encourage greater collaboration. Long- term AAC users, including Sidney, expressed a strong desire to be more involved in leading, which led to a shift toward a more collective approach. The group has worked to create a framework that allows for shared leadership, where decision- making is collaborative, and communication is streamlined with the use of scripts and forms. Backup plans have also been put in place to ensure the group remains active and continues to function smoothly during periods of high demand. This approach allows for ongoing development in leadership opportunities, ensuring Sidney and other device users have the chance to contribute meaningfully and that the group can thrive despite any challenges that arise. 2. Sidney’s Posse , her support network, consists of individuals who care deeply for her, offering ongoing support for both Sidney and her caregivers. Life presents constant challenges, which makes developing a long-term, informal support system essential. Sidney’s close-knit group of friends and family are committed to staying connected and offering mutual support through regular gatherings and shared experiences. Strategies are being developed to nurture and sustain these connections, fostering open communication and engagement among members. The support network remains fluid and adaptable, adjusting as Sidney’s needs evolve over time. Key features of this network include its dynamic, ever-evolving nature, a group of individuals dedicated to Sidney’s well-being, regular opportunities for social interaction and mutual support, and the flexibility to respond to life’s changing circumstances while maintaining strong bonds. KEY TAKEAWAYS Sidney’s experiences with the Out and About group and Sidney’s Posse highlight the critical role that community plays in the lives of individuals with complex communication needs. These support networks not only provide ongoing opportunities for social interaction and engagement but also ensure long-term well-being by fostering connections that can adapt to changing needs over time. The Out and About group demonstrates the power of shared leadership and inclusive activities, offering a model for how groups can evolve and sustain themselves by encouraging collaboration and mutual support. Similarly, Sidney’s Posse shows the importance of a close-knit, informal network that remains fluid and responsive, offering support for both the individual and their caregivers. Related Reading: "The Loneliness Experiences of Young Adults with Cerebral Palsy who use Alternative and Augmentative Communication" (Cooper, Balandin, & Trembath, 2009). This research examines the loneliness experiences of young adults with cerebral palsy who use AAC, emphasizing the critical role of community support and shared leadership. It reinforces the importance of initiatives like Out and About and Sidney’s

Posse in fostering meaningful connections and reducing isolation. BUILDING SOCIAL CONNECTIONS: EXPANDING ENGAGEMENT THROUGH SOCIAL MEDIA, COFFEE HOUR, AND SPEECH THERAPY GROUPS Sidney has tended to favor more passive forms of entertainment, such as watching her favorite cooking shows, which has limited her engagement outside of in-person interactions, making it more challenging for her to maintain relationships beyond school. To help Sidney overcome this, several focused strategies have been developed with clear goals: to encourage Sidney to engage with social media in ways that align with her personal interests, to create opportunities for her to express herself and connect with others through interactive content, and to help her strengthen meaningful relationships with friends and peers. These strategies include participating in social media for the Question of the Day, joining Coffee Hour for casual conversations, and attending Speech Therapy groups to practice conversational skills and engage in communication within a group setting. Together, these efforts provide a relaxed, pressure-free environment that fosters dynamic interactions, allowing Sidney to comfortably engage with others in both virtual and in-person settings. “I like mocha frap. I like coffee hour. Talk with friends from everywhere. I tell fun facts or jokes. I ask about every friend day. I laugh have fun silly. Like being home and mocha frap and friends.” - Sidney Daswick 1. Question of the Day encourages Sidney to engage with social media in a way that feels enjoyable and relevant to her interests. Sidney enjoys asking others about their day, making this a great opportunity to practice social skills and keep in touch with others. She uses a variety of strategies, including crafting her own questions, searching the web for new ideas, and utilizing her Alexa Page. These methods allow her to broaden her questions, explore different topics, and think about responses to new questions. The flexibility of choosing from random questions on her Alexa Page adds variety, creating a dynamic and enjoyable experience. This setup enables Sidney to work at her own pace in a comfortable, stress-free environment. The strengths of this approach include personalized engagement, which increases Sidney's investment in the conversation, and a user-friendly format that makes participation smooth and easy. Through this process, Sidney practices crafting questions, navigating her AAC tools, and connecting with others at her leisure. 2. Coffee Hour builds lasting social connections and friendships, even across distances, by offering Sidney a simple and accessible way to engage with others. While Sidney connects with many people, staying in touch can be challenging since

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she does not text or make phone calls. Coffee Hour addresses this challenge by providing a relaxed, informal setting that makes it easy to maintain connections, even during busy times or with people who are geographically distant. During the summer, when there is a break from other programs such as Out and About and Book Club, Coffee Hour becomes a key opportunity to stay socially engaged. Virtual gatherings are scheduled at convenient times for both therapists and key participants, and a Zoom link is provided for regular meetups. The casual format encourages stress-free interactions, with participants invited to bring topics, questions, or personal insights to share. Fun elements, like sharing favorite drinks or interesting facts, enhance engagement and help strengthen social bonds. 3. Speech Therapy Groups are designed to promote social engagement among AAC users by facilitating interactions with both familiar and unfamiliar partners in a supportive, structured environment. These groups aim to help AAC users enhance their communication skills and build confidence through guided sessions. The groups allow multiple therapists to collaborate, offering a variety of perspectives. The sessions are flexible, accommodating different communication styles and individual needs. Participants engage in activities that encourage participation, build social skills, and provide opportunities to connect with new partners, helping to foster adaptability and confidence. KEY TAKEAWAYS The combination of social media engagement, Coffee Hour, and speech therapy groups offers Sidney a variety of ways to stay connected, practice her social skills, and build meaningful relationships. Each of these efforts creates an environment where Sidney can interact with others at her own pace, allowing her to develop and refine her communication abilities in both familiar and new contexts. By engaging with social media, Sidney can create personalized conversations that reflect her interests and communication style, while Coffee Hour provides a relaxed and informal space to maintain relationships despite distance. Meanwhile, speech therapy groups foster social engagement in a collaborative and structured setting, helping Sidney interact with a diverse group of individuals. Together, these opportunities ensure that Sidney has the tools and support to continue growing socially, boosting both her confidence and her sense of connection with others. Related Reading: “Social Media has Opened a World of ‘Open Communication’: Experiences of Adults with Cerebral Palsy who use Augmentative and Alternative Communication and Social Media" (Caron & Light, 2016). This research explores how social media facilitates open communication and enhances social connections for adults with cerebral palsy who use AAC. It highlights the empowering potential of social media, similar to the initiatives implemented

for Sidney, in creating a sense of belonging and community.

CONCLUSION: EMPOWERING AAC USERS BEYOND GRADUATION Graduating from the structured environment of school can be both exciting and overwhelming, especially for individuals with complex communication needs who use augmentative and alternative communication (AAC). Sidney Daswick’s journey after graduation demonstrates how AAC users can continue to grow in educational, social, and community settings beyond the classroom. Through various tailored opportunities—such as engaging with social media, participating in the Out and About group, tutoring at a local school district, and attending Coffee Hour—Sidney has found meaningful ways to practice communication, build relationships, and contribute to her community. These activities provide Sidney with a supportive, adaptable framework to continue developing her skills, maintain connections, and thrive in both familiar and new environments. Sidney's story highlights that each individual with complex communication needs is unique, requiring personalized support to foster growth across educational, social, and community areas. Just as Sidney has navigated this journey with customized approaches, others can also follow a similar path, shaped by their individual goals and interests. Support for AAC users must be flexible and responsive, offering diverse opportunities for connection, learning, and engagement. By creating experiences that reflect each individual’s strengths and needs, we can empower AAC users to pursue ongoing growth and integration into the community. Sidney’s experience demonstrates the potential for lifelong learning and social engagement, reminding us that the journey of development and connection does not end after school—it evolves into new opportunities for educational, social, and community involvement. REFERENCES Ballin, L., Balandin, S., Togher, L., & Stancliffe, R. J. (2009). Learning to use augmentative and alternative communication (AAC): Is there a mentoring role for adults experienced in using AAC? Disability and Rehabilitation, 31(2), 122-129. Caron, J., & Light, J. (2016). “Social media has opened a world of ‘open communication’”: Experiences of adults with cerebral palsy who use augmentative and alternative communication and social media. AAC: Augmentative & Alternative Communication, 32 (1), 25–40. Cooper, L., Balandin, S., & Trembath, D. (2009). The loneliness experiences of young adults with cerebral palsy who use alternative and augmentative communication. AAC: Augmentative & Alternative Communication, 25 (3), 154–164.

Tobii Dynavox. (2022). DAGG-3 Communication Tool.

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