Get .1 ASHA CEU hereAs promised, here is our second episode on AAC Basics. If you have listened to any of our other episodes you already know that we are passionate about AAC Implementation. As we covered in our Implementation Plans episode, you could have the most appropriate set of AAC tools in the universe, but if they aren’t implemented in a way that supports the needs of the client / student then they are at risk for being abandoned. Our goal for this episode was to try and unpack some realistic barriers to effective implementation.We begin this episode by providing a quick review / discussion of the different personnel roles in AAC based on a great article by Binger et al (2012). We discuss how each of these roles has unique barriers to effective AAC implementation. Finally, we review some strategies for how to overcome the barriers unique to each of these roles. Come join us, be our nerdy friends, and learn a little more about AAC Basics.Learning objectives:Identify barriers for successful implementation across different environmentsIdentify successful strategies across different environments and profilesReferencesBeukelman, D., Ball, L., & Fager, S. (2008). An AAC personnel framework: Adults with acquired complex communication needs. Augmentative and Alternative Communication, 24, 255–267Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., … Quach, W. (2012). Personnel Roles in the AAC Assessment Process. Augmentative and Alternative Communication, 28(4), 278–288. doi: 10.3109/07434618.2012.716079Hunt, P., Soto, G., Maier, J., Müller, E., & Goetz, L. (2002). Collaborative teaming to support students with augmentative and alternative communication needs in general education classrooms. Augmentative and Alternative Communication, 18(1), 20–35. doi: 10.1080/aac.18.1.20.35Janice Light & David McNaughton (2014) Communicative Competence for Individuals who require Augmentative and Alternative Communication: A New Definition for a New Era of Communication?, Augmentative and Alternative Communication, 30:1, 1-18, DOI: 10.3109/07434618.2014.885080Online ResourcesAugmentative and Alternative Communication: https://www.asha.org/public/speech/disorders/AAC/Augmentative and Alternative Communication: A Glossary: https://www.asha.org/public/speech/disorders/AAC-Glossary/Information for AAC Users: https://www.asha.org/public/speech/disorders/Information-for-AAC-Users/ISAAC: What is AAC? https://www.isaac-online.org/english/what-is-aac/Iconicity - Libby Rush’s ASHA presentation 2007: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/0914_Rush_Elizabeth_2%20(1).pdfCommunication Matrix Handbook: file:///home/chronos/u-7131d381df49d87e032b826afd4ed96b8fc99eef/MyFiles/Downloads/handbook.pdfCommunication Matrix 7-Levels of Communication Handout: https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-Education-Services/Documents/Vision/VI%20Consortia%205-8-15/Seven%20Levels%20of%20Communication%20in%20the%20Communication%20Matrix.pdfCore Vocabulary: Making Sense of Symbols: https://praacticalaac.org/praactical/core-vocabulary-making-sense-of-symbols/AAC Communication Decisions: https://www.asha.org/public/speech/disorders/communicationdecisions/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.deserTime Ordered Agenda:10 minutes: Introductions and disclosures20 minutes: Discussion of barriers for successful implementation across different environmen