When considering AAC it is the responsibility of the SLP and CSC to: seek out, learn techniques, strategies and approaches that will maximize the potential of an AAC user. It is important to remember that there are no complete formal assessment tools or battery of tests for AAC assessments. An AAC evaluation involves more than assessing the individual, it looks at the potential AAC user, the environment and the communication partners. The resources below are intended to help collect trial data, consider AAC features, plan interventions and document AAC within the IEP.
Getting Started with a Trial: Teams are encouraged to use the Core Word Starter Set, which is a group of lesson plans to help get started with a beginning communicator. The lessons are based on a 20 Core Word Starter Set. The vocabulary selected covers a variety of parts of speech in order to support production of phrases and simple sentences for students who are ready. Included in this resource are data collection sheets, objectives, smart charts and a variety of lesson ideas for speaking, reading, and writing. Data from the Core Word Starter Set can be used with other implementation resources to document the effectiveness of the AAC device trial. Teams are encouraged to take time looking over additional resources in the AAC Assessment and AAC Implementation section of this website.
When beginning to implement AAC has the team:
Identified the target goal/behavior/skill…?
Collected baseline data through direct observation…?
Established a target goal or outcome that clearly states when the behavior will occur, what the target goal or outcome is, and how team members and/or observers will know when the skill is mastered…?
Contact AT POC to access.
If a student is successfully using a loaned AAC device the team should collaborate with parents to investigate options for acquiring a personal AAC device through insurance. While this process can be intimidating, it is an essential step to enable student access to AAC over extended breaks and frequent moves.
While the DAGG-3 and COLE are useful assessment tools for AAC, they are also helpful in identifying potential goals and objectives.
DoDEA EU EAST and CENTRAL: aaron.marsters@dodea.edu
DoDEA EU WEST and SOUTH: maureen.crouse@dodea.edu
DoDEA PAC: robert.stuart@dodea.edu
DoDEA Ft. Liberty: genevieve.deveyra@dodea.edu
DoDEA AM SOUTH EAST:
Ft. Cambell, KY: andrew.lightner@dodea.edu
Ft. Knox, KY: lisamarie.arroyo@dodea.edu
Georgia/Alabama: sandy.nead@dodea.edu
South Carolina/Ft. Stewart: lisamarie.arroyo@dodea.edu
DoDEA MID ATLANTIC: brandy.elbinger@dodea.edu