Get .1 ASHA CEU hereWhile we both conduct AAC assessments as a core function of our jobs, we found this episode a little challenging to write.  Why, you might ask?  It was hard to know where to start.  There are SO many skills that are encompassed in an effective AAC evaluator.  How on earth would we distill all of that information into an hour?  Turns out, we couldn’t.  After lots of research and discussion we dedicated it was best to explore the vast landscape of AAC evaluations through a series.  In this episode, the first in our AAC evaluation series, we review some foundational knowledge required to conduct a thorough AAC evaluation, including the fundamental differences between typical speech and language evaluations and the necessary areas of competency.  We review sound foundational literature and review a handful of resources where listeners and learn more.Join us, be our nerdy friends, and enjoy our tour of the landscape that is AAC assessments! This course is offered for .1 ASHA CEU. Learning Outcomes1. Identify three features that make augmentative and alternative communication (AAC) assessments different from other speech and language assessments2. Identify two additional types of learning experiences SLPs should undertake in order to learn more about the AAC assessment process3. Define four domains related to communicative competence in augmentative alternative communication (AAC)ReferencesJanice Light (1989) Toward a definition of communicative competence for individuals using augmentative and alternative communication systems, Augmentative and Alternative Communication, 5:2, 137-144, DOI: 10.1080/07434618912331275126Janice 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: 10.3109/07434618.2014.885080Johnson, J. M., Inglebret, E., Jones, C., & Ray, J. (2006). Perspectives of speech language pathologists regarding success versus abandonment of AAC. Augmentative and alternative communication (Baltimore, Md. : 1985), 22(2), 85–99. https://doi.org/10.1080/07434610500483588Moorcroft, A., Scarinci, N. and Meyer, C. (2020), ‘We were just kind of handed it and then it was smoke bombed by everyone’: How do external stakeholders contribute to parent rejection and the abandonment of AAC systems? . International Journal of Language & Communication Disorders, 55: 59-69. https://doi.org/10.1111/1460-6984.12502Online ResourcesNational Joint Committee for the Communication Needs of Persons With Severe Disabilities (NJC) Communication Bill or Rights:  https://www.asha.org/siteassets/uploadedfiles/njc-communication-bill-rights.pdfDisclosures:Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.  Kate Grandbois non-financial disclosures: Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also 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. Amy Wonkka financial disclosures: Amy is an employee of a public school system and co-founder of SLP Nerdcast.  Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.  Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Review of features that make augmentative and alternative communication (AAC) assessments different from other speech and language assessments15 minutes: Review of additional types of learning experiences SLPs should undertake in order to learn more about the AAC assessment process10 minutes: Review of four domains related to communicative