Coaching Call w/ Nikki Stempien (Part 1): Increasing High-Tech AAC Buy In

This week, Chris and Rachel have a coaching call with Nikki Stempien, an SLP in the schools who is looking for help supporting AAC for a student with autism and complex communication needs. This child previously had high-tech AAC but there wasn’t much implementation and the device was abandoned. Her primary form of communication now currently gestures and a basic picture-based system. Nikki is looking for guidance on with how to create buy-in for the high tech AAC device, how to go about selection, how to motivate the student and the family to use the device, and more! 

 

Before the interview, Chris and Rachel discuss attributing ideas that are not our own in presentations, on social media, etc. They discuss why it is so important to give credit to a person when you use a specific idea of theirs. In particular, citing gives people a place to learn more about a topic and spreads good research. They talk about some of the  attribution “grey areas”, like sharing ideas that are commonly talked about by a lot of people (e.g. “coaching”) and why that isn’t the same as using a specific idea from a specific person. They discuss how attribution can be more difficult on social media, because people don’t always think about citing sources like they would if they were presenting. 

 

Key ideas this week: 

 

🔑 We can only anticipate so much of what a student wants to say. If we don’t give a system that supports literacy, we don’t give them the tools that support independent, autonomous communication. 

 

🔑 In some cases, approaching a stakeholder who is already working with a low-tech AAC approach (e.g. pictures) and suggesting high-tech AAC can cause some hesitancy. Adopting a patient attitude that seeks to “add on” to their approach rather than “replacing” it can be helpful in getting their buy in. 

 

🔑 If you have successful engagement using an activity or toy in the therapy room, consider how to transition that success to the classroom (e.g. use the same preferred toy to elicit “go” in class as well as in the therapy room) to help demonstrate success to the classroom team.

 

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