Get .1 ASHA CEU hereDISCLAIMER: We got a little sassy in this episode. Contains explicit content.Anyone who works in AAC knows that matching an individual with the right tool is a crucial step to AAC success - but more often than not the success is NOT about having the right tool. Success happens when the tool is implemented in conjunction with a successful teaching procedure consistently across communication partners. There is no better way to make this happen than writing and distributing an implementation plan.Implementation plans come to us from the world of assistive technology. While they are an incredibly important component to effective AAC use, they can (and sometimes should) be used across different aspects of language intervention, especially when multiple communication partners are involved. Because communication partners bring their own varied experiences, education, and values to the table, implementation plans can be an incredible resource to bridge gaps for AAC uses in a variety of settings. As evolving documents, they contain key information to help communication partners use the tool and seek information when there are breakdowns in effective communication.In this episode we review the importance of AAC implementation pans, key components of successful plans, and different hurdles you may find depending on your setting. Our goal is that by the end of this episode you are excited as we are about this amazing and effective documents!ASHA Professional Development hours are offered for this course (1 certification maintenance hour). Visit our ASHA Professional Development page for more information.Learning Outcomes1. Describe at least 2 key components of AAC implementation plans and why they should be used2. Identify at least 2 potential benefits of using AAC implementation plans3. Identify at least 2 hurdles to effective AAC implementation plansReferencesBausch, M. E., & Ault, M. J. (2008). Assistive Technology Implementation Plan. TEACHING Exceptional Children, 41(1), 6–14. doi: 10.1177/004005990804100101Blackstone, S. W., & Wilkins, D. P. (2009). Exploring the Importance of Emotional Competence in Children With Complex Communication Needs. Perspectives on Augmentative and Alternative Communication, 18(3), 78–87. doi: 10.1044/aac18.3.78Light, J. (1989). Toward a definition of communicative competence for individuals using augmentative and alternative communication systems. Augmentative and Alternative Communication, 5(2), 137–144. doi: 10.1080/07434618912331275126Online ResourcesAAC Implementation Plans: Preparing for Successful Communication. (2018, February 15). Retrieved from https://www.ctdinstitute.org/library/2017-12-06/aac-implementation-plans-preparing-successful-communication-0American Speech-Language-Hearing Association. (n.d.). Retrieved from https://www.asha.org/PRPSpecificTopic.aspx?folderid=8589942773§ionNATRI Home Page. (n.d.). Retrieved from http://natri.uky.edu/index.html(n.d.). Retrieved from http://www.wati.org/free-publications/assistive-technology-consideration-to-assessment/What are the school's responsibilities regarding assistive technology? (n.d.). Retrieved from https://iris.peabody.vanderbilt.edu/module/at/cresource/q2/p05/Zangari, C. (2019, September 8). How I Do It: Setting Up an AAC Implementation Plan. Retrieved from https://praacticalaac.org/praactical/how-i-do-it-setting-up-an-aac-implementation-plan/Disclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG