This week, we present Part 2 of Chris’s conversation with Kim Hurley and Jessica Conrad about the Specific Language System First Approach! Kim Hurley is an SLP and AAC Specialist who is considering moving her district to the Specific Language System First Approach. Jessica Conrad is an SLP and AAC Specialist who works for the Indiana PATINS project supporting AAC users and their circle of support. In Part 2, Chris, Kim, and Jessica continue to breakdown some of Kim and Jessica’s concerns with implementing the Specific Language System Approach, including failing to notice when a student needs a more individualized AAC system (i.e. a “Tier 3” AAC student), as well as and the need to include families in the process of selecting the “Tier 1/2” AAC system.

Before the interview, Chris and Rachel chat about Rachel’s recent visit to a Jack Johnson concert in Hawaii and the importance of Jack’s music to Rachel when she was battling seasonal depression (i.e., Seasonal Affective Disorder) as a young woman.

Key ideas this week:

🔑 One concern Kim had was that the “best” AAC system for younger students might not be as useful for middle or high school students. Chris pointed out that there are robust language systems, like TouchChat, that are appropriate for children all the way through adulthood, and that is something we can consider when selecting our Tier 1 system.

🔑 The earlier you can involve parents in the process of selecting AAC for their student, the better. This can mean involvement with overall selection of the Tier 1 AAC system, as well as involvement with the considerations meeting you hold to determine if the student should be given AAC.

🔑 If you make sure administrators, teachers, aides, and families are involved with the selection of your Tier 1 AAC system, then there will be better buy-in overall. Plus, it will help retain knowledge about the process and the Tier 1 AAC decision, even if the AAC Specialist (or another trained team member) leaves the district.

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