Prepping an IEP for AAC
Why is an AAC assessment important?
Assessments are incredibly important. Not only do assessments help providers identify a child’s individual strengths and needs, they can also highlight exactly what kinds of interventions and supports are needed — and this is especially useful when it comes to AAC.
So if you haven’t already, the first step to incorporating AAC into your child’s IEP is to request an AAC assessment. If a speech-language pathologist or other professional indicates that your child would benefit from AAC, you’ll want to go through the formal process of having an assessment, the results of which will be discussed in your IEP meeting.
As a parent, you have the right to request that different devices be included in the assessment so that your child can have a trial of multiple programs. You can also request video of your child using the devices. Does one device have very limited words available for use? Is a device missing a keyboard or letterboard to offer support for typing? Madel recommends having a long-term vision of how the system will support your child, giving them opportunities for growth rather than plateauing because they have limited choices in how to communicate.
Here’s what SLP Ali Steers says about the attitude parents should have when going into an assessment:
An assessment provides an opportunity for you, your child, and the IEP team to get a sense of the best tool for your child to access language and communication. Madel recommends that you talk to the assessor about what motivates your child; what would they be most likely to want to communicate about? That can give the assessor a better sense of how AAC is working for your child.
It can be very helpful to have an AAC specialist attend the IEP meeting to present the assessment results and potential AAC devices, but Madel emphasizes that you and your child’s educators should all be involved in the discussion. “A good AAC assessment includes the entire team because it's the entire team that needs to implement it,” she says. “You can have the best AAC system in the world, but if you don’t know how to use it with your child, and everyone around your child doesn’t know how to use it, you’re not going to have a lot of success. It’s the implementation that’s the hard part.”
What does implementing AAC in an IEP look like?
Build your child’s independent communication skills
One way to track independent communication, Madel says, is to keep a log of everything your child says without any adult prompting. “And that could be with sign language, it can be with verbal speech, it can be with AAC,” she says. “The modality of communication isn’t as important as getting really good at just recognizing what is spontaneous language.” By tracking your child’s spontaneous language, you can see whether the work they’re doing at school is translating to real skills in communicating.
The goal is to help kids recognize that they can have ideas on their own and communicate those ideas without being prompted or asked questions first. When kids can say whatever is on their mind with someone else, it helps them connect.
“Sure, we can give scaffolded levels of prompting and support, but the end goal should always be independence,” Madel says. She admits that it can be difficult to see what your child can actually accomplish without adult support, perhaps only single words, but building that foundation of independence is essential to learning how to use AAC for real communication, not just memorized routines. Building independence also helps ensure that those skills translate to environments other than the classroom.
SLP Ali Steers agrees that the goal of AAC is to provide more autonomy:
Practice AAC use with motivating activities, not just academics
Even though educators largely see AAC devices as tools to work on academics, it’s essential for everyone who works with a child to approach communication more broadly and find what motivates them. After all, communication is central to life.
Education Advocate Lisa Carey puts it this way: “It’s important that AAC is not used to simply ‘test’ a child academically. It should be considered the child’s voice and be used in all areas of the day, not just academics. Most kids will not want to use the device if it is just used for testing.”
Madel says, “If we make all of these goals super academic, we’re missing students because we’re not focusing on things they’re motivated by. The first step in communication and understanding the power of an AAC system is, ‘Wow, this is like this magic box that gets me whatever I want. I wanted to watch that YouTube video, and I got it. I wanted to listen to my favorite song on Spotify. I did it. I have the power to communicate what I need and what I want and what I’m thinking about on my own.’”
Keep in mind that if AAC is only used to focus on subjects that kids aren’t that motivated to communicate about, it can appear as if AAC is not working. When we teach kids that words have power and can help them change their environment, that sets the foundation for communicating about a wide variety of subjects.
Madel reminds us that while it can take patience and time and energy, she believes every child can learn to communicate:
Social-Emotional
Self-Advocacy
Writing
Communication
Language
Reading
Pre-Vocational