Conducting an Augmentative and Alternative Communication Assessment as a School-Based Speech-Language Pathologist: A Collaborative Experience

Abstract

In addition to providing services to children who demonstrate speech and language impairments, it is within a speech-language pathologist's (SLP's) scope of practice to “recognize and hold paramount the needs and interests of individuals who may benefit from AAC [Augmentative and Alternative Communication]” (American Speech-Language-Hearing Association (ASHA), 2005, Position Statement section, para. 3). However, in spite of nearly one-half of all school-based SLPs reporting they provide services to nonverbal students who utilize AAC systems (ASHA 2012; Kent-Walsh, Stark, & Binger, 2008; Proctor & Oswalt, 2008) many SLPs across the country still do not feel adequately trained to assess and provide therapy services to these children (Costigan & Light, 2010; Kent-Walsh et al., 2008; Light, Drager, Currall, & Roberts, 2012). It is becoming increasingly necessary for all SLPs to assume responsibilities in the AAC process. The case study presented in this article illustrates the collaborative process of conducting an AAC assessment for a preschool-aged child.