AAC Best Practices Inventory

Great article to keep in your AAC-implementation-planning mind!

Calculator & Black (2009) Validation of an Inventory of Best Practices in the Provision of Augmentative and Alternative Communication Services to Students with Severe Disabilities in the General Education Classrooms. American Journal of Speech Language Pathology, Vol. 18.

Here are their best practice suggestions in 8 helpful categories:

1. PROMOTING POSITIVE VALUES

• Foster friendships
• Train teachers and staff
• Allot time for IEP team meeting/planning
• Be sensitive to cultural values and beliefs

2. COLLABORATION BETWEEN GENERAL AND SPECIAL EDUCATORS

• Allow time for routine meetings to discuss curriculum. 
• Clearly define role of general education staff. 
• Develop a clear understanding of what the child is expected to learn. 

3. COLLABORATION BETWEEN EDUCATORS AND RELATED SERVICE PROVIDERS

• SLP may play primary role in AAC program, but implementation is shared by many 
• SLP consults with teacher and staff regarding instructional and related communication goals and objectives 
• Consultative role of SLP is supported by administrators, teachers and parents 

4. FAMILY INVOLVEMENT

• Ideas, concerns and priorities of family are incorporated in the AAC program. 
• AAC instruction is coordinated between home and school 
• Family plays important and active role in assessment process

5. CHOOSING AND PLANNING WHAT TO TEACH

• Implementation and content of AAC program is motivating and reinforcing for student. Teachers, staff and peers understand the relationship between communication and behavior. 
• AAC program attempts to replace problematic behaviors. 
• AAC goals address functional communication needs in a variety of environments. 
• Future communication needs are considered. 
• Program targets both receptive and expressive language skills. 

6. SCHEDULING, COORDINATING AND DELIVERING INCLUSIVE SERVICES

• Classmates/peers are taught how to communicate effectively with AAC user. 
• AAC instruction is integrated into relevant activities throughout the day. 
• Communication objectives are integrated into the general ed curriculum, rather than working on communication in isolation. 

7. ASSESSING AND REPORTING STUDENT PROGRESS

• AAC progress is examined in relation to:
 IEP Goals and Objectives
, development of friends and social acquaintances
, development of functional life skills, meaningful participation in general ed curriculum
• Communication needs are monitored and reassessed regularly since they may change over time.

8. INSTRUCTIONAL STRATEGIES

• Service providers and teacher work collaboratively to address multiple skills concurrently. 
• Peers, teacher and staff receive direct instruction on how to use AAC effectively. 
• AAC user learns to communicate through multiple means, utilizing a combination of no-tech, low-tech and high-tech strategies. 
• IEP team understands that AAC needs will change over time, as well as available technology. 
• Teachers and staff make appropriate modifications to increase communication opportunities. 
• Classmates/peers provide modeling of AAC systems. 
• There is little evidence of rejection/abandonment of AAC system by user.