So What does an AAC Evaluation Look Like?

Recently, we’ve gotten some questions about what an AAC evaluation looks like, so we decided to create a blog post to answer all (or at least some of) your questions!

So where do we start?

In most cases, we want to at least consider some type of AAC for individuals who are nonspeaking (or nonsigning) or whose speech is difficult to understand. Keep in mind that AAC includes a wide range of tools and strategies- not just devices! It is very important to keep in mind that there is no one “perfect” AAC system that always works for everyone. The right AAC for anyone is a highly personal decision and often involves more than one way of communicating. If it is determined that a person may benefit from AAC, the potential AAC user, parents, teachers and other educators, and SLP should work together to decide where the potential AAC user is in terms of communication. 

The collaborators may first  ask questions such as, “Does the student understand that they can have an effect on others? Or are their needs/wants inferred by their communication partners?” If the collaborators determine that the potential AAC user understands that they can have an effect on others, another question to consider would be, “Does the student understand or use pictures, manual sign, photographs, written or spoken words for communicative purposes? And in what contexts?” This question is especially important because it allows the collaborators to consider what type of AAC device (i.e. high tech, low tech) the potential AAC user might benefit from and what symbols (i.e. pictorial representations of words)  to include on the AAC system. 

Along with including collaborators such as the  AAC user, parents, teachers, and SLP, you might also consider involving an occupational therapist, physical therapist, vision teacher, or teacher of the deaf. It is important to gather as much information as possible about the potential AAC user in order to provide the AAC user with the communication device that fits their needs. Questions that the occupational therapist, physical therapist, vision teacher, or teacher of the deaf may be able to assist with are, “How will the AAC user touch the symbols? How will they transport their device? Will they be able to see the symbols? Do high contrast symbols make a difference?” 

After collaborating with a variety of professionals as well as the AAC user and the family, an SLP will do a series of trials with different AAC systems or strategies. An AAC system may be a device- high-tech or low-tech- and these devices are produced by a variety of different companies and app developers. Strategies may be paper-based or involve learning gestures. Care should be taken to get the AAC user’s preference during trials. While in some cases a student may be able to clearly indicate which system they prefer, in other cases it may be necessary to observe and interpret behavior. 

If the collaborators have isolated the preferred AAC system for this student and it is a high tech device, usually the team looks to get the student’s insurance to cover it. The SLP with their CCC-SLP credentials will need to write up a comprehensive report. Most AAC device manufacturers have templates on their websites to ensure reports include necessary details like why the device was chosen over other options and what makes it the best option for the AAC user. This report will be sent to the AAC user’s physician for them to write a prescription and then it will be submitted for insurance for funding.

The goal is to provide the AAC user with a communication system that meets their needs. In order to do that, the AAC evaluation must be a collaborative process that requires input from the AAC user, their family, and a variety of professionals.

So how can Tennessee Talks assist with the AAC evaluation?

We do not conduct AAC evaluations for school districts, but we can provide coaching to professionals or parents. If you have questions about an AAC evaluation, please contact us through our website (https://www.tennesseetalks.org/contact).

Written by Emily Pierce and Vicki Haddix