#TalkingAAC 2024

Early in my career supporting emergent communicators, I relied on the prompt hierarchy to guide me.  Unfortunately, the outcome was often students who were completely dependent upon me to show or tell them what to say. What I was doing wasn’t resulting in autonomous communication, which I knew was the goal, and  I needed to change. In this session we will explore the reasons why we rely on prompts when teaching AAC and how prompting can interfere with autonomous communication. We will also apply basic knowledge of prelinguistic skills (engagement, joint attention, motivation, etc.) and expressive language development to determine appropriate goals and strategies for emergent communicators. Finally we will discuss strategies to assist prompt dependent AAC users to reduce their reliance on prompts and begin to generate their own messages by choosing motivating, open ended, student led activities. 

Providing professional development and community engagement opportunities related to AAC centered around real-life experiences and neurodiversity affirming practices in the school setting fosters engagement, belonging, and inclusion.  This presentation is created to provide ideas for building capacity, challenging limiting beliefs, and creating meaningful relationships by collaborating with AAC users to share real-life AAC experiences with staff, students, and families with a goal to increase communication partner competency and capability.  This presentation will discuss incorporating AAC user perspectives when developing evidenced-based professional development opportunities for professional and paraprofessional staff. We will discuss the impact we’ve seen, shifting the perspective of “Speech-Language Pathologist as the expert on AAC” to acknowledging that the true experts are AAC users themselves. Mateo Moreno, an AAC user since the age of 4, in collaboration with Bre Hof and Jordan Murray, school-based speech-language pathologists and AAC consultants, will discuss the why. Mateo will share his perspective on why AAC users should play a big role in the conversations.   As the only AAC user growing up in his school district, he knows how important it is for learners to meet mentors and for peers to learn how to communicate with their friends who just happen to talk differently. His presentations serve as a springboard and help make the professional advice stick. Plus, educators see what’s possible when the entire team works together to support emergent AAC users. Bre and Jordan will outline the impact collaboration with Mateo has made on staff mindsets and the data we’ve seen as part of an ongoing journey to build an AAC community that supports each other in our rural setting.  

First written in 1995, revised in 2016, the Communication Bill of Rights is an important document created by the National Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC), that outlines 15 fundamental rights for all communicators. While many professionals who support complex communicators, are familiar with these rights, how many AAC communicators are aware of the rights afforded them along with the  teams making decisions that impact them? How do we empower AAC users to self-advocate and AAC professionals to advocate for those who use AAC? 
Let’s take the Communication Bill of Rights off the wall and put it into practice. 
Initial results for those who use AAC were increased:

• Participation in social settings
• Engagement in the classroom
• Asking more questions to gain information
• Frequency and use of a variety of communicative functions
• Opportunities to develop meaningful skills and
• Happiness, joy, and connectedness. 

Professionals who support those who may benefit from AAC carry the power to influence others. We will discuss the many ways they can create change within their spheres of influence. Participants will be encouraged to identify their advocacy style and explore practical and promising ideas to use as they better the experience of the communicators they support.