by Cassandra Stafford, MS, CCC-SLP/L, ATP (Speech-Language Pathologist and Assistive Technology Professional), NWACS Board Member

This is part three of a three-part series on Teaming for Success. I encourage you to read the first two parts: Dear Parents/Guardians, Dear Professionals

*AAC stands for augmentative and alternative communication

Dear Teams,

A parent vented to me: 

The school year had just started. One of the first conversations they had had with the new-to-them school SLP was about the SLP’s recommendation to change their child’s AAC system. Their child had been using the robust AAC system for a couple of years. The family had invested a lot of time in learning it and individualizing it to meet their child’s communication needs. They felt the system was a good fit for their child and their family. The child was familiar with it, could navigate the pages to find words, was using it to communicate, and had a sense of ownership of it. The parents felt blindsided, dismayed, and frustrated. 

In the end, this family felt knowledgeable enough and empowered to stand firm. They simply told the school SLP “no”, that they were happy with the current system and would not be changing it.

Families are often caught in the middle of the shifting priorities and decisions of other team members. Some parents are hopeful at the “promise” of a new “better” system. Some are confused or unsure, but go along. Some are frustrated and do not agree, but do not feel they know enough or do not feel empowered to fight it. Some are trying to pick their battles with the team in order to navigate the system to meet all their child’s needs. Some are so overwhelmed with everything they have to juggle that they feel unable to address the issue of a constantly changing system. Very few feel strong enough, informed enough, empowered enough to stand firm and say “no” to the constant changing of their child’s AAC system. Very few are able to say, “this is my child’s AAC system and we will not be changing it.”

Parents/guardians are the through line in the AAC learner’s life. The consistent and most important team member. Hopefully more and more families will take their place at the head of their child’s team. And find their voices to keep the team focused on the long-term plan. We still have a long way to go.

There are some times when the AAC system that a person has is not meeting their needs. And some AAC users do not have access to a robust system. In these situations, yes - it might be appropriate to consider other systems. But first, we should consider if modifications can be made to the current system to make it a good fit. We should also take a close look at the implementation strategies being used. If the team (most importantly, the AAC user and their family) agrees that other options should be explored, then proceed adhering to best practices. That exploration should include skill assessment, feature matching, and trials. Most importantly, the AAC user’s and family’s input matters most and must inform decision making. More often than not, it is not the AAC system that needs to be changed.

Parents/guardians: be empowered! Know that you are the most important member of your child’s team. Yes, value and seek the knowledge, expertise, and guidance from the other supportive and trusted members of your child’s team. But remember that you are the one consistent team member and therefore the one that must keep the long-term plan and vision.

Professionals: be supportive. Be curious. Collaborate. Yes, offer your insights, guidance, and experience. But remember that there is likely a long-term plan already in place. Remember that the family’s culture, values, vision, and needs should be centered. Remember that AAC learners (and their families) learn by experiencing and observing and trial and error. Remember that this takes time - a lot of time. Remember that AAC learners cannot learn and develop language skills if they do not have access to a consistent robust language.

When we know better, we need to do better. Do better.

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