The Role of Speech & Language Pathologists in ACC/SGD Implementation

Welcome back to our blog series on Alternative and Augmentative Communication (AAC) and Speech Generating Devices (SGDs). Now that we have debunked the common myths surrounding AAC/SGDs, let's move on to understanding the roles and responsibilities of speech and language pathologists (SLPs).

The Responsibilities of an SLP Implementing ACC/SGD's

SLPs hold a pivotal role in the implementation of AAC/SGDs. They work as part of a team that may also include an assistive technology specialist. Together, they complete an assistive technology process (assessment of need) and possibly a direct AAC/SGD evaluation. Here are some of their key responsibilities:

1. Assessment:  SLPs assess the student within their natural environment and educational setting.

2.  Assuring Access:They ensure that the student has access to AAC/SGDs across all environments.
3. Comprehensive Evaluation: They complete a comprehensive speech-language evaluation and identify a student's need for assistive technology, including AAC/SGD.
4. Interviewing: They conduct interviews with both the student and their parents to better understand the student's communication needs and challenges.

5. Maximizing Efficiency:

    They strive to maximize the efficiency and effectiveness of communication in a natural environment to promote generalization.
6. Monitoring and Data Collection: They monitor the improvement in functional communication, language skills, literacy skills, speech production, and comprehensibility, behaviors, and social communication by collecting relevant data.
7. Programming and Training: They are responsible for programming and training in the use of the AAC/SGD to express various needs and emotions, self-advocacy, social relationship skills, fluency of use, and preferences.
8. Providing Supports: They provide a variety of no-tech, low tech, and high-tech supports that allow the student to communicate across various environments in the school setting.
9. Training: They provide initial and ongoing training to teachers, parents, and support staff about AAC/SGD.

In the final blog of this series, we'll explore how SLPs support the transition between home and school and between different school environments, among other responsibilities.

[Continue Reading in Blog 3]

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AUTHORS

Marie Lewis is an author, consultant, and national speaker on best practices in education advocacy. She is a parent of 3 children and a Disability Case Manager, Board Certified Education Advocate, and Behavior Specialist Consultant. She has assisted in the development of thousands of IEPs nationally and consults on developing appropriately individualized IEPs that are outcome-based vs legally sufficient. She brings a great depth of expertise, practical experience, and compassion to her work as well as expert insight, vision, and systemic thinking. She is passionate and funny and she always inspires and informs.

MJ Gore has an MEd in counseling and a degree in elementary education and natural sciences. She worked as a life-skills and learning support teacher She has been honored with the Presidential Volunteer Service Award. She is the Director and on the faculty at the National Special Education Advocacy Institute. Her passion is social justice, especially in the area of education. She is a Board Certified Education Advocate who teaches professional advocates, educators, and clinicians the best practices in education advocacy.]