Speech-Language Pathologist Illinois Assistive Technology Program Peoria, Illinois, United States
Disclosure(s):
Shealyn Ashby, MA CCC-SLP: No financial or non-financial relationships to disclose
Abstract:A key component to the success of implementation of augmentative and alternative communication (AAC) for an individual with complex communication needs is the completion of a successful and thorough AAC evaluation. However, it can be difficult, especially when limited AAC evaluation education and resources are available to SLPs across numerous settings. This presentation will increase a participant’s knowledge of how to complete stronger, more in-depth AAC evaluations with varying amounts of available resources and provide an overview and resources to support the potential for device funding. Overall, this presentation aims to empower SLPs recommend and trial a wider variety of AAC across their caseloads.
Summary of Presentation : Completing a thorough Augmentative and Alternative Communication (AAC) evaluation to determine the most appropriate means of communication for an individual can be a daunting task for a Speech-Language Pathologist (SLP) to complete. This task becomes even more challenging when considering the vast amount of AAC options available, the rapid advancement of AAC devices over the years, and the list of requirements insurance has for getting a device funded. With everything an SLP needs to be taught during their graduate school careers, AAC makes up a very small portion of that education. AAC classes typically cover various types of AAC and early implementation, but often do not offer in depth training on the AAC evaluation process or discuss insurance funding requirements. This lack of extensive training in AAC and AAC evaluations during graduate education is not only impacted by time restrictions, but also a professor’s access to current and up-to-date AAC devices to demonstrate, access to general resources regarding AAC evaluations and insurance requirements, the professor’s professional experience and knowledge with AAC, and the complex nature of the AAC evaluation process. Expanding education, trainings, and resources in AAC, AAC evaluations, and insurance funding requirements to combat the growing knowledge gap in the field due to constantly advancing AAC and limited AAC exposure in graduate school curriculums becomes even more imperative as the populations SLPs service appropriate for and who would benefit from AAC continues to grow. Over the past 35 years, data from the Center of Disease Control (CDC), Autism and Development Disabilities Monitoring (ADDM) Network, and California Department of Developmental Services (CDDS) have all shown a strong upwards trend in the prevalence of autism (Nevison, Blaxill, & Zahorodny, 2018). This increasing trend in the prevalence of autism is directly reflected in the types of caseloads SLPs are seeing and therefore necessitates more training and resources for AAC be provided to SLPs to better support students with complex communication needs and better support SLPs throughout the AAC evaluation and funding process. When SLPs are only introduced to and knowledgeable on a few different AAC options they have had exposure to during their academic training and careers, it creates a knowledge gap that often impacts and limits what AAC is trialed and recommended. Limiting what devices are trialed with individuals can result in AAC not appearing to be appropriate for someone or cause an AAC device to be recommended and funded that does not effectively and efficiently meet a communicator’s needs. This presentation will discuss the primary components and structure of an AAC evaluation, as well as standard insurance funding requirements, an SLP needs to have knowledge of when identifying, implementing, and recommending AAC for an individual with complex communication needs. Additionally, training will focus on how to determine what components and skills need to be considered when selecting an AAC device to trial following the evaluation. This presentation aims to support, encourage, and empower all SLPs to consider and attempt more robust AAC evaluations when identifying, recommending, and implementing AAC with complex communicators, as well as provide supportive resources for use throughout the AAC process.
Nevison, C., Blaxill, M., & Zahorodny, W. (2018). California Autism Prevalence Trends from 1931 to 2014 and Comparison to National ASD Data from IDEA and ADDM. Journal of autism and developmental disorders, 48(12), 4103–4117. https://doi.org/10.1007/s10803-018-3670-2
Learning Objectives:
At the completion of this activity, participants should be able to:
Upon completion, participant will be able to list the primary components of an AAC evaluation.
Upon completion, participant will be able to describe at least 3 key factors to consider during the AAC evaluation to determine which AAC device to trial/recommend following the completion of the evaluation.
Upon completion, participant will be able to locate and utilize at least 3 resources to support AAC evaluations, use, and implementation.