Augmentative and Alternative Communication (AAC) is the reason that I decided to become a Speech-Language Pathologist. The moment that I saw a young student communicate using a voice output device, I was hooked. No longer did I want to be a pediatrician or a gifted education teacher... I wanted to help children find their voices! And that is what I have set out to do. My thesis, school practicum, and all of my employment positions have involved and extensive amount of AAC. However, my passion for and experience with AAC is not universal, even amongst my fellow SLPs. We all have differing passions within our profession.
I have also found that there is a very wide range of experience with and knowledge about AAC amongst the teachers and other support staff that work with students utilizing AAC. Many times, I have found myself becoming frustrated with these individuals if I observe that the device or other AAC is not being utilized. However, I must remind myself that they are not disregarding the student's AAC or intentionally sabotaging the implementation of AAC. Rather, they are typically uninformed about AAC and implementation strategies or may simply need training and encouragement in AAC to be more successful.
Who trains teachers and support staff? Typically, SLPs are the individuals charged with organizing training and materials for staff. We are all allotted a differing amount of time and resources to complete this training. Here are ideas for and information about training possibilities from professional development sessions to a quick handout and everything in-between.
Professional Development Session (1+ hours):
If you are lucky enough to be given time to sit down with teachers or support staff, take it! Getting everybody on the same page regarding introductory AAC information as well as basic implementation strategies is priceless. Make sure to make it informative and interactive. Basic information should include:
- What is AAC and examples of types. Bring with you any available devices and low/mid/high tech AAC examples that you can find.
- Basic implementation strategies including vocabulary, ways to elicit communication, and more.
- Why AAC implementation is important. I like to make this portion interactive by having staff attempt to communicate with a partner about something as simple as what they had for lunch or their favorite movie. One staff member can talk, one cannot talk, and one can utilize low or high tech AAC to communicate. We then discuss the activity.
- We then do a Q&A or celebrations/struggles roundtable discussion. A roundtable may also include other SLPs, parents, teachers, etc.
Having a classroom or team meeting time to discuss AAC is also a valuable amount of time. While you have considerably less time than a full PD session, a lot of information can be covered in less than an hour. Again, keep this time informative and interactive:
- What is AAC and examples of types. Bring with you devices and low/mid/high tech AAC examples that are pertinent to the students that the staff work directly with.
- Basic implementation strategies including vocabulary, ways to elicit communication, etc.
- Why AAC implementation is important. I use a shortened version of the PD session activity. I ask one staff member a question that they answer. Then I ask another question to a different staff member after instructing them that they are not able to use their hands or mouth to communicate their answer. Finally, I provide a device or low-tech AAC option to a third staff member and ask them a question. A brief discussion of this follows.
- Finally a Q&A and/or brief training on the AAC used by students that the staff works directly with. This can be done as a 1-on-1 training or a group discussion and training depending on needs.
Individual training (30min-1 hour):
Providing individual training to teachers or staff can be extremely beneficial. I find this to be incredibly important for paraprofessionals working with nonverbal students and regular education teachers who have not experienced AAC within their classrooms. This training is more personalized and informal. However, some basic elements of this time should include:
- Information about the device or other AAC that the student works with. Make sure to have the device or AAC items available during this time. This should not be when the student could be using the device - find a time before/after school or on a day that the student is absent.
- Implementation strategies pertinent to the particular student being discussed. Suggest areas and ways to integrate vocabulary and communication into the student's current schedule and curriculum.
- Q&A about the student, their device(s), AAC creation and implementation, and device programming. Ensure that the staff member understands basic device programming if the student utilizes a voice output communication device and understands basic augmenting of curricular materials.
Handout provision and/or long-distance training (no face-to-face interaction required):
While it would be great to have the time and willingness of staff to participate in face-to-face training sessions, we do not live in a perfect world. Oftentimes, SLPs are forced to train staff through handouts and e-mail. While this is not ideal, any opportunity to inform staff should be taken advantage of. Inclusion of the following is important:
- What is AAC and examples of types. Send links to videos or other multimedia. Most developers of devices have free and accessible videos online.
- Basic implementation strategies including vocabulary, ways to elicit communication, and more.
- Explanation about why AAC is important and examples of success stories (again, many are available online).
- Make yourself available for Q&A through e-mail/phone/etc. Simply opening the line of communication can be a huge step forward and beneficial for students.
Regardless of the amount of time you have, a general handout can be beneficial. I have put together a simple brochure that is available free to you. Please feel free to print copies and utilize as you like! It can be found permanently on my TpT Store. (Please do not modify this document in any way - it may be included in presentations or documents provided to staff)
I have found many other online sources that have been beneficial in my training of staff. Here are a few of my favorites:
Gail Van Tatenhove Resources and Handouts (Click here for the best starter handout)
Overall it is important to remember that great AAC implementation cannot be done by one person. It is a true team effort including SLPs, teachers, support staff, and parents. If the team needs additional training and information regarding AAC to be effective implementers, the SLP should work to ensure that the training occurs in the best way possible for that team.
Please add your suggestions, resources, and questions below. I hope you find the resources provided here to be helpful.
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