Podcast Quiz: AAC Evaluation Basics Part 3: Documentation and Funding
This course is available January 31st, 2022 and is offered for .15 ASHA CEU (introductory level, professional area)
Learning Objectives
After attending participants will be able to:
1. Identify the purpose of AAC evaluation documentation.
2. Identify the components of a well written AAC evaluation.
3. Identify the role of data collection and how they relate to results and recommendations.
4. Describe ethical considerations throughout the evaluation and funding process.
About the Speakers
Kate Grandbois (she/her) & Amy Wonkka (she/her
Kate Grandbois financial disclosures: Kate is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Kate Grandbois non-financial disclosures: 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 Wonkka financial disclosures: Amy is an employee of a public school system and co-founder for SLP Nerdcast. Amy Wonkka non-financial disclosures: Amy is a member of ASHA, SIG 12, and serves on the AAC Advisory Group for Massachusetts Advocates for Children.
Financial and in-kind
Funding for this course was provided by one of our Corporate Sponsors, Vooks
Introduction and Background - 5 mins
Review of AAC evaluation documentation - 5 mins
Review of components in an AAC evaluation document - 15 mins
Review of data collection and it's role in AAC evaluations - 15 mins
Review of ethical considerations within AAC evaluations - 15 mins
Closing, Discussion and Questions - 5 mins
Navrotski, D. (2015). Role and Responsibilities of AAC Manufacturers' Consultants in the SGD Funding Process. Perspectives on Augmentative and Alternative Communication, 24(4), 147–154. https://doi.org/10.1044/aac24.4.147
Slawson, D. C., & Shaughnessy, A. F. (2005). Teaching Evidence-Based Medicine: Should We Be Teaching Information Management Instead? Academic Medicine, 80(7), 685–689. https://doi.org/10.1097/00001888-200507000-00014
Wiles Higdon, C., & Hill, K. (2015). Five SGD Funding Rules of Commitment. Perspectives on Augmentative and Alternative Communication, 24(4), 129–134. https://doi.org/10.1044/aac24.4.129
ASHA: https://www.asha.org/slp/healthcare/medicare-speech-generating-devices-information/
ASHA: https://www.asha.org/practice/reimbursement/medicare/sgd_policy/
PRC/SALTILLO: https://www.aacfunding.com/
TOBII DYNAVOX: https://efunding.tobiidynavox.com/
Editors
Episode Summary provided by Tanna Neufeld, MS, CCC-SLP
Audio File Editing provided by Caitlan 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