SLP Nerdcast

Leading Change in Continuing Education

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2
Podcast Course & Instructions: Building AAC Competence through Interdisciplinary Collaboration and Mentorship
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Meet your Instructors

Annabeth Knight, OTD, OTR/L

Annabeth is an occupational therapist who has been working in pediatrics for nine years in a variety of settings, specializing in assistive technology assessment for children with multiple neuromuscular conditions. Annabeth received her clinical doctorate in occupational therapy, researching the topic of improving quality of life of children with cerebral palsy through caregiver education and empowerment.

Mara Jonet, MA, CCC-SLP

Mara is a speech-language pathologist who has worked in outpatient pediatrics for five years. Mara has always loved AAC, so she centered her graduate school and work experiences around complex communication needs.

SLP/BCBA; SLP Kate Grandbois (she/her) & Amy Wonkka (she/her)

Kate and Amy are co-founders of SLP Nerdcast. Kate is a dually certified SLP / BCBA who works primarily as an "AAC Specialist." She owns a private practice with a focus on interdisciplinary collaboration, augmentative alternative communication intervention and assessment, and consultation. Amy is an SLP who also works as an "AAC Specialist" in a public school setting. Amy's primary interests are AAC, typical language development, motor speech, phonology, data collection, collaboration, coaching, and communication partner training and support.
Speaker Disclosures
Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast.
Amy is an employee of a public school system and co-founder for SLP Nerdcast
Annabeth is employed as an OT working in AAC.
Mara is employed as a speech language pathologist working in AAC.
Kate is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children. She is also a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.
Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
Annabeth runs the Instagram account, @thefannypacktherapist, which provides free information on collaborative AAC practice and a minimalist approach to pediatric therapy.
Mara runs the Instagram account, @thefannypacktherapist, which provides free information on collaborative AAC practice and a minimalist approach to pediatric therapy.

References & Resources

American Occupational Therapy Association. (2010). Specialized knowledge and skills in technology and environmental interventions for occupational therapy practice American Journal of Occupational Therapy, 64.

American Speech-Language-Hearing Association. (2016). Scope of practice in speech-language pathology [Scope of Practice]. Available from www.asha.org/policy/.

Angelo, J., & Smith, R. (1989). The critical role of occupational therapy in augmentative and alternative communication services. In Technology review 1989: Perspective on occupational therapy practice(pp. 49-53). Rockville, MD: American Occupational  Therapy Association. 

Brady, N., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B., . . . Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121, 121-138.

Copley, J., & Ziviani, J. (2007). Use of a team-based approach to assistive technology assessment and planning for children with multiple disabilities: a pilot study. Assistive Technology, 19, 109-125.

Cunningham, B. (2014). Rethinking occupational therapy’s role with assistive technology. OT Practice,19(11), CE-1-CE-7. 

Dukhovny, E., & Kelly, E. B. (2015). Practical resources for provision of services to culturally and linguistically diverse users of AAC. Perspectives on Cultural and Linguistic Diversity, 22, 25–39.

Farber, J.G., & Goldstein, M.K. (1998). Parents working with speech-language pathologists to foster partnerships in  education. Language, Speech, and Hearing Services in Schools, (29), 24-35.

Hill, K., & Corsi, V. (2012). Role of speech-language pathologists in assistive technology assessments. In S. Federici & M. J. Scherer (Eds.), Assistive technology assessment handbook (pp. 301–327). Boca Raton. FL: CRC Press.

Lahm, E.A., Bell, J.K., & Blackhurst, A.E. (2002). Using interdisciplinary teams: University of Kentucky Assistive Technology (UKAT) toolkit. Retrieved from      

http://edsrc.coe.uky.edu/www/ukatii/resources/index.html

Moyers, P.A., & Metzler, C.A. (2014). Health Policy Perspectives-Interprofessional collaborative Practice in care coordination. American Journal of Occupational Therapy, 68, 500-505. 

National Joint Committee for the Communication Needs of Persons With Severe Disabilities. (1992). Guidelines for meeting the communication needs of persons with severe disabilities [Guidelines]. Available from www.asha.org/policy or www.asha.org/njc.

Orentlicher, M.L., Handley, M., Ehrenberg, R., Frenkel, M., & Markowitz, L. (2014). Interprofessional collaboration in schools: a review of current evidence. Early Intervention & School Special Interest Section Quarterly, 21(2), 1-3. 

Parette, H. P., VanBiervliet, A., & Hourcade, J. J. (2000). Family-centered decision making in assistive technology. Journal of Special Education Technology, 15, 45–55.

Polgar, J.M. (2006). Assistive technology as an enabler to occupation: What’s old is new again. Canadian Journal of Occupational Therapy, 73, 199-204. 

Post, K.M. (2009, September). Advancing your knowledge and skills in assistive technology.  Technology Special Interest Section Quarterly, 19(3), 1-4. 

Skuller, J. (2017). Interprofessional education in an assistive technology program for children with special needs. OT Practice, 22(14), 12–16.

Topia, M., & Hocking, C. (2012). Enabling development and participation through early provision of  augmentative and alternative communication. New Zealand Journal of Occupational Therapy, 59, 24-30. 

Wallis, S; Bloch, SJ; Clarke, M; (2017) Augmentative and alternative communication (AAC) training provision for professionals in England. Journal of Enabling Technologies , 11 (3) pp. 101-112. 

Zangari, C., & Kangas, K. (1997). Intervention principles and procedures. In L. Lloyd, D. Fuller, & H. Arvidson (Eds.), Augmentative and alternative communication (pp. 235–253). Boston, MA: Allyn & Bacon.

Course Details
Course Number

ABJE0051

When

Available on demand

Where

Listen to this course on your favorite podcast player, on our YouTube channel, or using the video above.

Transcript Available

A transcript may be available for this course.
Click here to visit our blog and read the transcript. Email [email protected] for transcript help or accessibility needs.

Course Disclosure
  • Financial and In-Kind support was not provided for this course. Learn more about corporate sponsorship opportunities at www.slpnerdcast.com/corporate-sponsorship
Disclaimer
  • The contents of this course are not meant to replace clinical advice. SLP Nerdcast hosts and guests do not endorse specific products or procedures unless otherwise specified.
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Thank you to our Contributing Editors

Episode Summary provided by Tanna Neufeld, MS, CCC-SLP, Contributing Editor
Audio File Editing provided by Caitlin Akier, MA, CCC-SLP/L, Contributing Editor
Promotional Contribution provided by Paige Biglin, MS, CCC-SLP, Contributing Editor
Web Editing provided by Sinead Rogazzo, MS, CCC-SLP, Contributing Editor