Robin Hurd

Coming Changes in the Field of AAC;
Pittsburgh Employment Conference;
Symposium on AAC Evidence-Based Practice

by Robin Hurd

This month, I am going to take a little time to talk about some of the changes I see coming and necessary in the field of AAC. I also want to share with you a great opportunity to be with others who use AAC and get some valuable information for your family.

What I see happening in the field of AAC directly affects us as parents because, quite frankly, we are driving it! What I am seeing is that the customers of AAC (that’s us, folks) are driving the care that is being given. Parents are choosing to seek AAC evaluations and interventions on our own. We are looking for AAC systems for our kids, educating ourselves about what is available and, in some cases, choosing to buy one ourselves, rather than deal with the red tape and long time frame that often happens in “the system”. We are seeking interventions for our children that truly support our goals of learning to use their AAC system to its full potential, anytime, anywhere.

The problem with this trend is that, while parents are becoming more educated and informed about the possibilities for their children, it hasn’t yet hit those in the field. The biggest issue for many providers is the question, “Who is the customer I am to serve?” While this sounds crazy, it can be confusing for professionals. Is the customer the school district or other entity who pays the salary? Is it the teacher who will work with the child? Or is it the child who needs AAC who is ultimately the customer?

The goal of AAC is the most effective communication possible for the individual. For most of us as parents, this is a no-brainer. My child is the one who has the disability, after all, and his communication needs are the whole reason for the AAC system in the first place. For those in the field, the complete focus on the most effective communication for the individual who needs AAC can be a total shock. This has not been the way business has been done! The wishes of the classroom teacher, what other children in the district are using, the cost of the system, and the staff training necessary to effectively support it have all been a part of the considerations even before the parents and student who will use the system are brought into the decision making process.

So what needs to happen? Should parents continue to make their own decisions about AAC, without any professional guidance or support? Should outside professionals be consulted? Should the decisions be made totally outside of the school districts, and the AAC system brought with the child on the first day of school, like a new backpack? Or should informed parents continue to remain engaged in the school’s decision making process, reminding staff at every turn that the customer is the child who requires AAC? And who will provide support for language learning and collect data on the AAC system once it is in place?

There is not one easy answer. Ideally, informed parents and committed professionals together drive the process of AAC evaluation and intervention, with the language development of the AAC user uppermost in everyone’s mind. Parents everywhere would find that knowledgeable professionals are available to serve their child’s needs and consult and direct teachers for consistent support and use of the AAC system. Staff would find administrative support of the time needed to attend trainings, and would have access to teaching materials designed for students who use AAC. But we are not there yet. Parents often have to choose what, in a less-than-ideal world, will best attain their goals for their child. For many of us, this is the most agonizing part of raising a child with complex communication needs.

As we continue to educate ourselves about AAC for the sake of our children who use it, there are a few conferences we can go to for in-depth information. One of these conferences is special, because it is hosted by those who use AAC for those who use AAC, with the goal of supporting the skills needed for people who use AAC to find meaningful jobs. This is the Pittsburgh Employment Conference (PEC), and it takes place August 5-7th this year! (Click here for more information.)

If your child is nearing the age where transitioning from school is a consideration, you definitely want to consider going to PEC, to hear from people who use AAC what they recommend as you begin the transitioning process.

But even if your child is younger, PEC is a great place to go for you as a parent to get a perspective on the potential of your child who uses AAC. You will meet people with all kinds of special needs, who use all kinds of AAC systems and access methods, and have a wide variety of skills and expertise.

In Pittsburgh, you will find many fun activities to enjoy on the side, as well. PEC is located near the inclines, so a ride up the hill to see the view is great fun. You can also see trains and boat traffic on the rivers, enjoy some shopping and a fountain that moves to the music, without hopping in the car! The zoo, several museums, and the Aviary are all a short drive. (Have you ever seen a talking parrot react to an AAC system? The boys and their equipment are very attractive to the birds!)

The day before PEC, August 4th, the AAC institute is hosting the Third Annual Symposium on AAC Evidence-Based Practice. We will be looking at AAC from a consumer’s perspective, focusing of course on “evidence based practice” –simply put—looking at whether or not an AAC system is meeting the goal of AAC based on available evidence.

For those of you who would like to see, instead of just read about, how to use Language Activity Monitoring, as well as the Performance Report Tool, we will be doing a demonstration of these tools. You will also hear about transitioning from one device to another, a family perspective on AAC, and panel discussions.

Check out the Symposium (click here for more details), or feel free to send in a question to parents@aacinstitute.org. I hope to see you there!