This week, we share a coaching call between Chris, Rachel, and our amazing Audio Engineer & SLP grad student, Michael Ball! Michaela asks the TWT team about a severely apraxic student she is working with who is a multi-modal communicator. With limited therapy time with this student, should Michaela focus more of her time on implementing a device, using sign language, or promoting verbal speech? How can she promote AAC best during the school day?
 
Before the interview, Rachel shares with Chris about a another apraxic student she recently consulted with. Rachel talks about her approach to the difficult conversations that occur when a family is wary of AAC and holding out hope for verbal speech without AAC. Chris poses the option of bringing in more experienced families of AAC users to talk with the new client's family about the benefits of AAC. Chris also brings up the argument that AAC can often be the “lest dangerous option”, especially when compared to doing nothing differently. 
 
Key ideas this week:
 
? When someone communicates in several different modalities, and we have to prioritize which modality to support, one good question to consider is “what modality will be most understood by unfamiliar listeners down the road?”
 
? When we are choosing what word to target first when working with an AAC user, it can be helpful to choose a word that is both really motivating to them in particular and one that he or she will use in many different contexts. 
 
? When choosing between an iPad mini or a full-sized iPad for AAC, it is important to consider the extra “real estate” that the full-sized iPad screen can give. More space often means for more symbols! It can also mean more space between the symbols, which can help students with fine motor challenges.
 
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