Get .1 ASHA CEU hereEpisode SummaryDoes the daunting task of delivering AAC services in your district have you “all up in a wad”?. Un-wad, keep calm, and tune in this week as a dynamic AAC-SLP leader, Vicki Clarke, walks us through the process of acknowledging and breaking down access and opportunity barriers to AAC service delivery in the school setting. Vicki offers a great combination of straight talk, humor, and expert guidance to help you and your team widen your focus to all stakeholders and environments so that you may offer wrap-around style services that extend beyond the shiny promises of the AAC tech alone. Learn about who to talk to and what to say as your entire school works together to adjust knowledge, skills, and attitudes for the sake of student success. Don’t work in the schools? You’ll still learn volumes from Vicki’s decades of experience putting frameworks and support programs in place that help educators, therapists, parents and other partners gain the positive perspective and confidence they need to help the most complex of communicators.Learn more about Vicki here.Course AccommodationsThe transcript for this course is provided below. You can also email us at ceu@slpnerdcast.comLearning OutcomesListeners will be able to identify the 2 primary categories of barriers to AAC implementation in schools as defined by Beukelman & Mirenda’s Participation ModelListeners will be able to Identify 3 specific barriers faced in their setting. Listeners will be able to Identify 3 solutions to explore to address barriers present in their settingReferencesBeukelman, D. R., & Mirenda, P. (2013). Augmentative and alternative communication: Supporting children and adults with complex communication needs. Paul H. Brookes.Heath, C., & Heath, D. (2010). Made to stick: Why some ideas survive and others die. Random House.Kent-Walsh, J., & Mcnaughton, D. (2005). Communication Partner Instruction in AAC: Present Practices and Future Directions. Augmentative and Alternative Communication, 21(3), 195-204. doi:10.1080/07434610400006646Senner, J. E., & Baud, M. R. (2016). The Use of an Eight-Step Instructional Model to Train School Staff in Partner-Augmented Input. Communication Disorders Quarterly, 38(2), 89-95. doi:10.1177/1525740116651251Soto, G. (1997). Special education teacher attitudes toward AAC: Preliminary survey. Augmentative and Alternative Communication,13(3), 186-197. doi:10.1080/07434619712331278008Online ResourcesPraactical AAC: https://praacticalaac.org/The SETT Framework by Dr. Joy Zabala: https://www.joyzabala.com/Speaker Disclosures:Vicki Clarke financial disclosures: Vicki is a co-owner of Dynamic Therapy Associates and DTA Schools, AACchicks AT Teachers Pay Teacher, Xceptional Education Leader, and is a paid speaker at state and national venues. Vicki Clarke non-financial disclosures: Vicki has non-financial working relationships with SGD manufacturers, AAC app developers and materials developers for students with special needs including News-2-You, Tobii Dynavox, PRC Saltillo, Control Bionics, Forbes Rehab Services, Ablenet, Eye Tech and AhVAZ. Vicki consults pro bono for various speech generating device manufactures, app developers (educational, AAC and speech pathology related).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 for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Grou