This week, Chris interviews the Tracy Kovach, an SLP and AAC specialist with a wealth of experience working as an SLP supporting complex communication needs. She shares about working with AAC when it was in its early years, the important of training communication partners, how SLPs and other professionals can advocate for changes in their profession, and more!
Before the interview, Chris and Rachel have a fascinating discussion about Lego Braille Bricks (legobraillebricks.com), a service that provides free Lego Braille sets to help teach Braille to people with visual impairments. Chris shares about how the free lessons on the website make learning Braille fun, keeping this set in mind as we support people with visual impairments, and the importance of learning through play!
Key Ideas this Week:
🔑 There is such high turnover in staff, someone working on language development might have 7-10 therapists or more. If we can train the communication partners, then there can be a consistent source of support and implementation despite staff turnover.
🔑 Professionals who work with AAC need to think carefully about how their role is defined as it relates to communication partner training. There needs to have some kind of position statement saying that these professional’s role is, in part, to instruct communication partners and is not just direct contact.
🔑 If SLPs and AAC Specialists can point to something that they are using systematically coach communication partners, it can help administrators understand that the SLPs and AAC Specialists are not making up with something new every week off the top of their head.
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Laura Hayes: How to Shape & Support AAC ”Stimming”
TWT Live: Closing The Gap - Part 3
TWT Live: Closing the Gap - Part 2
TWT Live: Closing The Gap - Part 1
Megan Roberts: Research Supporting Parent-Implemented Interventions
Amanda Soper: AAC Implementation Strategies for People with CVI
Amy Fleischer & Melissa Petersen: Benefits of a Universal Core Board for All Students
Jayme Grant: Effective AAC Assessment, Treatment, and Progress Monitoring - Part 2
Jayme Grant: Using Team-Based Assessments to Determine Long Term AAC Needs - Part 1
Mark Nichols: Supporting AT and Universal Design in Higher Education
Kate McLaughlin - Celebrating Small Successes With Better Progress Measurement
Meryl Schnapp & Mark N. Brown: Becoming a District-Wide AAC Implementation Coach
Heidi Hosick Joyce: Reflective Coaching Strategies for AAC Communication Partners
Beth Poss & Tonya Williams-Walker: Improving Equity for AAC Users
Mike Marotta - Best Built-in Accessibility Features on Devices
Karen Janowski - Strategies to Support Literacy & Inclusivity
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