This week, we present Part 2 of Chris’s conversation with Kim Hurley and Jessica Conrad about the Specific Language System First Approach! Kim Hurley is an SLP and AAC Specialist who is considering moving her district to the Specific Language System First Approach. Jessica Conrad is an SLP and AAC Specialist who works for the Indiana PATINS project supporting AAC users and their circle of support. In Part 2, Chris, Kim, and Jessica continue to breakdown some of Kim and Jessica’s concerns with implementing the Specific Language System Approach, including failing to notice when a student needs a more individualized AAC system (i.e. a “Tier 3” AAC student), as well as and the need to include families in the process of selecting the “Tier 1/2” AAC system.
Before the interview, Chris and Rachel chat about Rachel’s recent visit to a Jack Johnson concert in Hawaii and the importance of Jack’s music to Rachel when she was battling seasonal depression (i.e., Seasonal Affective Disorder) as a young woman.
Key ideas this week:
🔑 One concern Kim had was that the “best” AAC system for younger students might not be as useful for middle or high school students. Chris pointed out that there are robust language systems, like TouchChat, that are appropriate for children all the way through adulthood, and that is something we can consider when selecting our Tier 1 system.
🔑 The earlier you can involve parents in the process of selecting AAC for their student, the better. This can mean involvement with overall selection of the Tier 1 AAC system, as well as involvement with the considerations meeting you hold to determine if the student should be given AAC.
🔑 If you make sure administrators, teachers, aides, and families are involved with the selection of your Tier 1 AAC system, then there will be better buy-in overall. Plus, it will help retain knowledge about the process and the Tier 1 AAC decision, even if the AAC Specialist (or another trained team member) leaves the district.
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Kim Hurley & Jessica Conrad (Part 1) - Preparing to Implement the Specific Language System First Approach
Vicki Haddix & Janine Peca (Part 2): A Neuroaffirming Approach to Overstimulation and Sensory Needs
Vicki Haddix & Janine Peca (Part 1): Increasing AAC Skills Through Mentorship
Shelley Anderson: Teaching Core Words with Music
Bilingüe AAC (Part 2): Taking a Bilingual Approach to AAC Implementation
Bilingüe AAC (Part 1): Conducting Bilingual Family-Based AAC Assessments
Ceci Fetterolf: Supporting Core Words with Student-Led Projects
Benjamin Bennett - Implementing the Specific Language System First Approach District-Wide
Laura Taylor: Using PODD to Teach Communication, Language & Literacy
Meredith Gohsman (Part 2): Possible Negative Impacts of ASHA AAC Certification
Meredith Gohsman (Part 1): Evaluating the Effectiveness of AAC Camps
Small Talks VI: Andy Smidt, India Ochs, Lory Chrane, Mark Nichols, and Tali Kellerstein
Jeffrey Ebin - Creating a Free Eye-Tracking Communication Board
Andy Smidt: Writing Effective Goals for Emergent Communicators
Sarah Lockhart: Choosing Motivating Therapy Targets to Maximize Spontaneous Language (Part 2)
Sarah Lockhart: How AAC Supports Greater Spontaneous Language for People with Echolalia (Part 1)
Rebecca - Increasing the Quality of Assistive Technology Support in the Schools
Jeanette Washington & Mai Ling Chan - Creating Effective and Engaging Presentations
Stacy Maijala - Streamlining AAC Evaluations with Multi-Tiered Systems of Support (MTSS)
Tracy Kovach: Re-Defining the Role of AAC Specialist (Part 2)
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