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The Therapist Neurodiversity Collective® passionately champions enhancing the quality of life for millions worldwide who rely on AAC for communication.</span></span></p><p style="padding-left: 40px;"><span style="color: #000000; font-size: 14pt;">╰┈➤ The Therapist Neurodiversity Collective advocates for all people to have the support they need to access AAC. </span></p><p style="padding-left: 40px;"><span style="color: #000000; font-size: 14pt;">╰┈➤ We believe that communication interventions should be free from coercion and/or compliance. </span></p><p style="padding-left: 40px;"><span style="color: #000000; font-size: 14pt;">╰┈➤ We are advocates for removing both access barriers and opportunity barriers to communication. Robust AAC is our first and primary choice for aided communication.</span></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-5040a05 elementor-section-content-space-between noselect elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="5040a05" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-39cb047" data-id="39cb047" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-320d7ed elementor-widget elementor-widget-image" data-id="320d7ed" data-element_type="widget" data-widget_type="image.default"><div class="elementor-widget-container"> <img fetchpriority="high" decoding="async" width="265" height="190" src="https://therapistndc.org/wp-content/uploads/2021/03/AAC-1.jpg" class="attachment-large size-large wp-image-5782" alt="" /></div></div></div></div><div class="elementor-column elementor-col-66 elementor-top-column elementor-element elementor-element-f03aff8" data-id="f03aff8" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-576c7f5 noselect elementor-widget elementor-widget-text-editor" data-id="576c7f5" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p><span style="font-weight: 400; font-size: 18pt;">The ultimate goal of AAC is communication autonomy and the ability to connect with others.<br /></span><span style="font-weight: 400; font-size: 18pt;">AAC systems have to be robust to support those goals!</span></p><p><span style="color: #000000;"><strong><span style="font-size: 14pt;">Here are some features to look for:</span></strong></span></p><ul><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><b>Lots of words</b><span style="font-weight: 400;"> (hundreds and hundreds!), with both core and fringe vocabulary, and enough variety to allow for individual style.</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Lots of </span><b>different kinds of words</b><span style="font-weight: 400;">. For example, nouns, verbs, prepositions, adjectives, etc.</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Ability to communicate a wide </span><b>range of communicative functions</b><span style="font-weight: 400;">. For example, comment, ask questions, protest, etc.</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Organization that supports a </span><b>flow of conversation</b><span style="font-weight: 400;"> (i.e. ease and efficiency of message generation for real life conversations).</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Options to support </span><b>grammar</b><span style="font-weight: 400;">. For example, verb tenses, plurals, comparatives, possessives, etc.</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Option for </span><b>pre-programmed messages</b><span style="font-weight: 400;"> for frequently used phrases, advocacy, and self-talk.</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Organization that maintains </span><b>motor plan</b><span style="font-weight: 400;"> as much as possible to support efficient access (i.e., words kept in the same place)</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Options to </span><b>grow language over time</b><span style="font-weight: 400;">.</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Access to the </span><b>full alphabet</b><span style="font-weight: 400;"> and </span><b>word prediction</b><span style="font-weight: 400;">.</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Organization that </span><b>accommodates individual’s access method</b><span style="font-weight: 400;"> (e.g., scanning, direct selection).</span></span></li><li style="font-weight: 400;" aria-level="1"><span style="font-size: 14pt;"><span style="font-weight: 400;">Can be </span><b>available at any time</b><span style="font-weight: 400;"> (i.e., high tech and low tech options).</span></span></li></ul><p><span style="font-weight: 400;"><br />This understanding of robust language has been shaped by the work of Gayle Porter, Linda Burkhart, Kate Ahern, and Carole Zangari. <br /></span><span style="font-weight: 400;">Resources:</span><br /><a href="https://praacticalaac.org/praactical/linguistically-robust-aac-systems/" target="_blank" rel="noopener"><span style="font-weight: 400;">Praactical AAC: Linguistically-robust AAC Systems</span></a><br /><a href="https://teachinglearnerswithmultipleneeds.blogspot.com/2016/07/what-is-robust-vocabulary-in-aac.html" target="_blank" rel="noopener"><span style="font-weight: 400;">Kate Ahern: </span><span style="font-weight: 400;">What is a robust vocabulary in AAC?</span></a></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-9343833 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="9343833" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-503ca92" data-id="503ca92" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-d63efc5 elementor-widget elementor-widget-spacer" data-id="d63efc5" data-element_type="widget" data-widget_type="spacer.default"><div class="elementor-widget-container"><div class="elementor-spacer"><div class="elementor-spacer-inner"></div></div></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-c4ab441 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="c4ab441" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-85cdbb0" data-id="85cdbb0" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-b9437ff noselect elementor-widget elementor-widget-text-editor" data-id="b9437ff" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p style="text-align: center;"><span style="color: #000000; font-size: 18pt;">PECS® versus AAC Picture/Symbols (Low-Tec AAC)</span></p><p><span style="font-size: 14pt;">PECS® uses Operant Conditioning (ABA), which is a behavior technique that can be used to target and increase a behavior by pairing the performance of the target behavior with a positive or rewarding outcome. Per Andy Bondy, inventor of PECS, “Skinner’s analysis of Verbal Behavior forms the basis for teaching particular skills at specific points in the training sequence and also provides guidelines for how best to design the teaching strategies.” PECS uses picture-based prompting and reinforcement tied to error correction in order to teach language skills. The method allows the trainer to artificially cause frustration through the withholding of highly desired objects or food until the targeted behavior is achieved, even if the communicator becomes upset or angry. It is not a natural or nice way to teach language.</span></p><p style="text-align: center;"><span style="font-size: 18pt;">PECS® takes away self-determination, it significantly violates the body autonomy of the human on the receiving end, it is disrespectful and dehumanizing. PECS® trains human beings using operant conditioning, the same way one would train dogs, pigeons, or rats. Non-speaking human beings are not animals. </span></p><p style="text-align: center;"><span style="font-size: 18pt;"><span style="color: #ad2a1a;"><strong>Therapist Neurodiversity Collective does not recommend PECS® as an AAC system.</strong></span> </span></p><p><span style="font-size: 14pt;">We have strong ethical concerns and philosophical differences pertaining to the use of Applied Behavioral Analysis (ABA) on human beings, including ABA-derived therapy models. We do not force compliance through the earning of snacks, checkmarks, behavior charts, stickers, access to favorite toys, activities, or similar. The fundamental goal of ABA is compliance with the will of the person in the position of authority; this is completely counter-intuitive to self-advocacy, self-determination, and upholding human rights and dignity. Therapist Neurodiversity Collective advocates for communication choice that is free from coercion and/or compliance. We are advocates for removing both access and opportunity barriers to communication. Robust AAC, including access to core language, is our first and primary choice for aided communication.</span></p><p><span style="font-size: 14pt;">Read more about why Therapist Neurodiversity Collective <span style="color: #000000;">does not use PECS®</span></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><span style="color: #ff0000;"><a href="https://therapistndc.org/the-problem-with-pecs/" target="_blank" rel="noopener">The Problem with PECS®</a></span><br /><a href="https://therapistndc.org/why-we-model-language-instead-of-using-pecs/" target="_blank" rel="noopener">Why We Model Language and Honor All Communication, instead of Using PECS®</a></span></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-0dcc7cd elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="0dcc7cd" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-25 elementor-top-column elementor-element elementor-element-7926682" data-id="7926682" data-element_type="column"><div class="elementor-widget-wrap"></div></div><div class="elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-6de301f" data-id="6de301f" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-af14867 elementor-cta--layout-image-above elementor-cta--valign-middle elementor-cta--skin-classic elementor-animated-content elementor-bg-transform elementor-bg-transform-zoom-in elementor-widget elementor-widget-call-to-action" data-id="af14867" data-element_type="widget" data-widget_type="call-to-action.default"><div class="elementor-widget-container"> <a class="elementor-cta" href="https://neurodiversity-training.therapistndc.org/"><div class="elementor-cta__bg-wrapper"><div class="elementor-cta__bg elementor-bg" style="background-image: url(https://therapistndc.org/wp-content/uploads/2024/04/neurodiversity-paradigm-professional-development-2000-x-1000-px-1024x512.png);" role="img" aria-label="neurodiversity-paradigm-professional-development-2000-x-1000-px.png"></div><div class="elementor-cta__bg-overlay"></div></div><div class="elementor-cta__content"><h6 class="elementor-cta__description elementor-cta__content-item elementor-content-item"> Do you want to learn respectful, meaningful and effective methods to implement alternative and augmentative communication (AAC) in a way that prioritizes user dignity, autonomy, and authentic communication?</h6><div class="elementor-cta__button-wrapper elementor-cta__content-item elementor-content-item "> <span class="elementor-cta__button elementor-button elementor-size-"> Check out our courses! </span></div></div> </a></div></div></div></div><div class="elementor-column elementor-col-25 elementor-top-column elementor-element elementor-element-07997d8" data-id="07997d8" data-element_type="column"><div class="elementor-widget-wrap"></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-391a807 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="391a807" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-975b813" data-id="975b813" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-dabfb0e elementor-widget elementor-widget-spacer" data-id="dabfb0e" data-element_type="widget" data-widget_type="spacer.default"><div class="elementor-widget-container"><div class="elementor-spacer"><div class="elementor-spacer-inner"></div></div></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-b96262d elementor-section-height-min-height elementor-section-items-stretch elementor-section-content-space-between elementor-section-boxed elementor-section-height-default" data-id="b96262d" data-element_type="section"><div class="elementor-container elementor-column-gap-wide"><div class="elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-28037bd" data-id="28037bd" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-661e824 noselect elementor-widget elementor-widget-text-editor" data-id="661e824" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p style="text-align: center;"><span style="color: #000000; font-size: 18pt;"><strong>AAC – No Prerequisites!</strong></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">A technical report was created by the <a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI" target="_blank" rel="noopener">National Joint Committee for the Communication Needs of Persons With Severe Disabilities and approved by the Executive Board of the American Speech-Language-Hearing Association</a> in spring 2002 states, “One common argument against a particular type of communication service for toddlers and preschool-age children is that such children are “too young” to introduce the use of an augmentative/alternative communication (AAC) mode. Specifically, some parents and professionals believe that the introduction of an AAC mode at an early age will preclude the child from ever developing speech as his/her primary mode of communication. </span></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">In fact, however, numerous studies have demonstrated that the use of AAC does not interfere with speech development (</span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r56" target="_blank" rel="noopener"><span style="font-weight: 400;">Romski, Sevcik, & Hyatt, in press</span></a><span style="font-weight: 400;">) and actually has been shown to support such development (see </span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r42" target="_blank" rel="noopener"><span style="font-weight: 400;">Millar, Light, & Schlosser, 1999</span></a><span style="font-weight: 400;"> for a review of research demonstrating this effect; </span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r54" target="_blank" rel="noopener"><span style="font-weight: 400;">Romski & Sevcik, 1996</span></a><span style="font-weight: 400;">; </span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r57" target="_blank" rel="noopener"><span style="font-weight: 400;">Romski, Sevcik, & Pate, 1988</span></a><span style="font-weight: 400;">). </span></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">Communication needs don’t disappear when school services end; they remain or expand as children transition into adulthood and as young adults grow older. Communication permeates every aspect and cycle of life, influencing one’s self-determination and life quality. Likewise, a number of studies have shown that individuals with severe disabilities continue to develop communication and language skills well into their adult years (</span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r36" target="_blank" rel="noopener"><span style="font-weight: 400;">McLean, Brady, & McLean, 1996</span></a><span style="font-weight: 400;">); and that adolescents and adults with a variety of severe disabilities make measurable gains when provided with appropriate communication services (</span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r28" target="_blank" rel="noopener"><span style="font-weight: 400;">Iacono, Carter, & Hook, 1998</span></a><span style="font-weight: 400;">; </span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r37" target="_blank" rel="noopener"><span style="font-weight: 400;">McLean & McLean, 1993</span></a><span style="font-weight: 400;">; </span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r57" target="_blank" rel="noopener"><span style="font-weight: 400;">Romski, Sevcik, & Pate, 1988</span></a><span style="font-weight: 400;">; </span><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI#r61" target="_blank" rel="noopener"><span style="font-weight: 400;">Sack, McLean, McLean, & Spradlin, 1992</span></a><span style="font-weight: 400;">). Communication is essential across the lifespan, thus it is inappropriate to restrict access to communication services and supports on the basis of chronological age.”</span></span></p><p><span style="font-size: 14pt;"><strong>Current AAC best practices include: presuming competence, access, aided language input/modeling, and opportunity. </strong></span></p></div></div></div></div><div class="elementor-column elementor-col-50 elementor-top-column elementor-element elementor-element-6a9ecbf noselect" data-id="6a9ecbf" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-8e8def0 noselect elementor-widget elementor-widget-text-editor" data-id="8e8def0" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p style="text-align: center;"><span style="font-size: 18pt;"><b>Why Presume Competence?</b><span style="font-weight: 400;"> </span></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">Presuming competence is the least dangerous assumption we make as clinicians. We believe that communication is a human right and that all humans are born able to communicate. When we work with families to help their loved ones communicate, we are helping with connections across all areas of their lives. Communication and language are complex cognitive processes, but we often forget that all forms of communication require some form of motor planning as well. </span></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">When we implement AAC with our clients we take a language development framework and the device is simply the tool. </span><span style="font-weight: 400;">The ultimate goal of intervention for individuals with complex communication needs is to support the development of communicative competence so that these individuals have access to the power of communication – to interact with others, to have an influence on their environment, and to participate fully in society (</span><a href="https://www.tandfonline.com/doi/full/10.3109/07434618.2014.885080?src=recsys#"><span style="font-weight: 400;">Beukelman & Mirenda, 2013</span></a><span style="font-weight: 400;">). </span></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">Oftentimes, we see when clinicians don’t presume competence this sets up a scenario where children/clients have to prove ability or mastery of a set or “prerequisite skills” in order to “qualify” for access to robust language systems and literacy instruction. We believe that communication is a human right and that all people have the right to have access to all functions of communication including literacy skills. </span></span></p><p><span style="font-size: 18pt;">On Presuming Competence:</span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://www.assistiveware.com/blog/presuming-competence-only-prerequisite-aac" target="_blank" rel="noopener">Presuming Competence: The only Prerequisite to AAC</a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://www.speakforyourself.org/uncategorized/presuming-competence-practice/" target="_blank" rel="noopener">Presuming Competence in Practice</a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://www.assistiveware.com/learn-aac/presume-competence" target="_blank" rel="noopener"><span style="font-weight: 400;">Presume Competence</span></a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="http://www.janefarrall.com/aac-dont-demand-prerequisite-skills/" target="_blank" rel="noopener"><span style="font-weight: 400;">AAC: Don’t Demand Prerequisite Skills</span></a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><span style="font-weight: 400;"><a href="http://www.barnstablesepac.com/presentations/JorgensenLeastDangerousAssumption.pdf" target="_blank" rel="noopener">A Challenge to Create a New Paradigm – Lease DangerousAssumption.pdf</a><br /></span><a style="background-color: #ffffff;" href="https://www.assistiveware.com/community-stories/presuming-maggies-competence" target="_blank" rel="noopener">Presuming Maggie’s Competence</a><span style="font-family: 'Archivo Black'; font-weight: bold;"> </span></span></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-8ec7535 elementor-section-content-space-evenly elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="8ec7535" data-element_type="section"><div class="elementor-container elementor-column-gap-wide"><div class="elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-a5430b5" data-id="a5430b5" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-bfe36ff no select elementor-widget elementor-widget-text-editor" data-id="bfe36ff" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p style="text-align: left;"><span style="color: #000000; font-size: 24pt;">Unrestricted Access to AAC is a Human Right!</span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://www.asha.org/njc/communication-bill-of-rights/" target="_blank" rel="noopener"><span style="font-weight: 400;">The Communication Bill of Rights</span></a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="http://www.janefarrall.com/literacy-bill-of-rights/"><span style="font-weight: 400;">The Literacy Bill of Rights</span></a></span></p></div></div></div></div><div class="elementor-column elementor-col-66 elementor-top-column elementor-element elementor-element-6ae1c36" data-id="6ae1c36" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-45efb9c noselect elementor-widget elementor-widget-text-editor" data-id="45efb9c" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p><span style="font-size: 14pt;"><b>For the AAC Novice:</b></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://exploreaac.com/?fbclid=IwAR3FS28j99QoH6HXiL_prHdZasnUABOCPyVK3k-zNXSFoPuXDfVl489KvYc" target="_blank" rel="noopener">Explore Augmentative & Alternative Communication</a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://www.assistiveware.com/learn-aac/how-can-i-help-be-an-aac-supporter" target="_blank" rel="noopener">How Can I be an AAC Supporter?</a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://download.assistiveware.com/aac/1.3-remove-barriers-to-communication-checklist.pdf"><span style="font-weight: 400;">Removing Barriers to Communication Checklist</span></a></span></p><p><span style="font-size: 14pt;"><strong>AAC Finder:</strong></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://www.assistiveware.com/learn-aac/finding-aac-for-those-who-need-it?utm_source=facebook&utm_medium=p2g&utm_campaign=learnaacbatch1&fbclid=IwAR2utgQkye-rCnVZ_zyDhrXjQcx54YtYfrfaGN6RiQq04zYR-YZWXSWp2yE"><span style="font-weight: 400;">Finding AAC for Those Who Need It</span></a></span></p><p><span style="font-size: 14pt;"><strong>Part-time AAC Use:</strong></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://praacticalaac.org/praactical/praactical-perspectives-on-part-time-aac-use/"><span style="font-weight: 400;">Practical Perspectives on Part-time AAC Use</span></a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://www.assistiveware.com/learn-aac/support-communication-for-part-time-aac-users" target="_blank" rel="noopener">When Speech is Unreliable – Part-time AAC Use</a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://talkingwithtech.podbean.com/e/alyssa-hillary-zisk-adults-with-autism-who-use-aac-part-time/"><span style="font-weight: 400;">Autistic Adults Who Use AAC Part-time</span></a></span></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-414f6fc elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="414f6fc" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-c6e834d" data-id="c6e834d" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-a7c0104 no select elementor-widget elementor-widget-text-editor" data-id="a7c0104" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p><span style="font-size: 14pt;"><b>AAC ACCESS:</b></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">“Access” means having the freedom or ability to have unrestricted use of something. For someone who is dependent on AAC for communication, having continuous AAC access is a human right. </span><span style="font-weight: 400;">AAC devices may be accessed via finger point, switch, eye-gaze, or through other access points. It is vital to determine the easiest and most convenient way for the user to access the AAC device so they may have a reliable method of communication across a variety of environments. </span><span style="font-weight: 400;">Adequate AAC Access means having access to the AAC device at all times (just as a speaker has access to their voice 24/7). </span></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">➥ We never take away devices for behavior, limit their access to certain periods of the day, or put them on a shelf. </span></span></p><p><span style="font-size: 14pt;"><span style="font-weight: 400;">➥ For families new to AAC, 24 hour AAC device access must become habitual. </span></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://hillaryhelpsulearn.com/rethink-aac-access-and-use/?fbclid=IwAR3xgo0AEvC7OLms7IQ49prv-qIe1bY00mS2eeCd57F-Zjx5V9AxHr3T0bY" target="_blank" rel="noopener">Rethink AAC Access and Use</a></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt;"><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI" target="_blank" rel="noopener">T</a><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI" target="_blank" rel="noopener">echnical Report from ASHA: Access to Communication Services and Supports: Concerns Regarding the Application of Restrictive “Eligibility”</a><a href="https://www.asha.org/policy/TR2002-00233/?fbclid=IwAR2g2Y67jq0IpshDRSloYSZK_ZS87a9fIgSQd-ecYWjazt_3e8Bz2RuaZVI" target="_blank" rel="noopener"> Policies</a><b><br /></b><span style="font-weight: 400;">“Communication is essential across the lifespan, thus it is inappropriate to restrict access to communication services and supports on the basis of chronological age.”</span></span></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-b94958c elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="b94958c" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-8a89270" data-id="8a89270" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-5bb354a elementor-widget elementor-widget-spacer" data-id="5bb354a" data-element_type="widget" data-widget_type="spacer.default"><div class="elementor-widget-container"><div class="elementor-spacer"><div class="elementor-spacer-inner"></div></div></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-d512665 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="d512665" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-5ca093d" data-id="5ca093d" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-d6dc54b noselect elementor-widget elementor-widget-text-editor" data-id="d6dc54b" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p><span style="color: #000000;"><span style="font-size: 18pt;">Therapist Neurodiversity Collective receives questions like these all the time.<br /></span><span style="font-size: 18pt;">Here’s our answer:</span></span></p><p><span style="font-size: 14pt;"><br /><span style="font-size: 24pt;">🤔💭 </span></span></p><p style="padding-left: 40px;"><span style="font-size: 14pt; color: #000000;"><span style="font-size: 18pt;"><strong>Q:</strong> </span>My child keeps repeatedly hitting buttons on the AAC device, how do I stop it? My student keeps stimming on their device, do they need a behavior plan?</span></p><p style="padding-left: 80px;"><span style="font-size: 24pt;"><strong>📲</strong></span><span style="color: #000000;"><span style="font-size: 14pt;"><span style="font-size: 18pt;"><strong>A:</strong> </span>This could be stimming, and may be helpful for them to self-regulate. </span><span style="font-size: 14pt;"><strong>But</strong> it also could be <strong>motor planning!</strong> Learning words on a speech-generating device involves repeating specific motor actions, which empowers AAC users to rapidly locate words on their device. </span><span style="font-size: 14pt;"><strong>And</strong> it also could be your child <strong>exploring their voice through babbling!</strong> They’re discovering and learning words. <strong>Let them explore freely</strong>—they’re building communication skills! This is why AAC users need to have unrestricted access to their mode of AAC. If you take aways their AAC, you take away their voice! </span></span></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-258ca94 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="258ca94" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-42693c2" data-id="42693c2" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-96c57f1 elementor-widget elementor-widget-text-editor" data-id="96c57f1" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p style="text-align: center;"><span style="color: #000000; font-size: 18pt;">Additional AAC Reading, Training, and Resources:</span></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-d31e67a elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="d31e67a" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-33 elementor-top-column elementor-element elementor-element-5bb6434" data-id="5bb6434" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-f5517fa elementor-widget elementor-widget-text-editor" data-id="f5517fa" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><h5 style="text-align: center;"><a href="https://therapistndc.org/therapy/aac/free-aac-resources/" target="_blank" rel="noopener"><strong>Free AAC Resources<br /></strong></a></h5><h6><a href="https://therapistndc.org/therapy/aac/free-aac-resources/" target="_blank" rel="noopener"><img decoding="async" class="size-medium wp-image-918 aligncenter" src="https://therapistndc.org/wp-content/uploads/2019/11/AAC-300x196.jpg" alt="" width="300" height="196" srcset="https://therapistndc.org/wp-content/uploads/2019/11/AAC-300x196.jpg 300w, https://therapistndc.org/wp-content/uploads/2019/11/AAC.jpg 600w" sizes="(max-width: 300px) 100vw, 300px" /></a></h6></div></div></div></div><div class="elementor-column elementor-col-66 elementor-top-column elementor-element elementor-element-177e753" data-id="177e753" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-cfd4cb0 elementor-widget elementor-widget-toggle" data-id="cfd4cb0" data-element_type="widget" data-widget_type="toggle.default"><div class="elementor-widget-container"><div class="elementor-toggle"><div class="elementor-toggle-item"><div id="elementor-tab-title-2171" class="elementor-tab-title" data-tab="1" role="button" aria-controls="elementor-tab-content-2171" aria-expanded="false"> <span class="elementor-toggle-icon elementor-toggle-icon-left" aria-hidden="true"> <span class="elementor-toggle-icon-closed"><i class="far fa-caret-square-down"></i></span> <span class="elementor-toggle-icon-opened"><i class="elementor-toggle-icon-opened fas fa-caret-up"></i></span> </span> <a class="elementor-toggle-title" tabindex="0">Why is Hand under Hand better than Hand over Hand?</a></div><div id="elementor-tab-content-2171" class="elementor-tab-content elementor-clearfix" data-tab="1" role="region" aria-labelledby="elementor-tab-title-2171"><p><span style="font-size: 12pt;"><a href="https://www.nfb.org/images/nfb/publications/fr/fr34/1/fr340101.htm" target="_blank" rel="noopener">Hands On? Hands Off!</a> – by Carlton Anne Cook Walker</span></p><p> </p></div></div><div class="elementor-toggle-item"><div id="elementor-tab-title-2172" class="elementor-tab-title" data-tab="2" role="button" aria-controls="elementor-tab-content-2172" aria-expanded="false"> <span class="elementor-toggle-icon elementor-toggle-icon-left" aria-hidden="true"> <span class="elementor-toggle-icon-closed"><i class="far fa-caret-square-down"></i></span> <span class="elementor-toggle-icon-opened"><i class="elementor-toggle-icon-opened fas fa-caret-up"></i></span> </span> <a class="elementor-toggle-title" tabindex="0">Aided Language Stimulation and a Robust Language System</a></div><div id="elementor-tab-content-2172" class="elementor-tab-content elementor-clearfix" data-tab="2" role="region" aria-labelledby="elementor-tab-title-2172"><p class="fusion-responsive-typography-calculated" data-fontsize="34" data-lineheight="47.94px"><span style="font-size: 12pt;"><a href="https://lindaburkhart.com/handout_jax_autism/" target="_blank" rel="noopener">Aided Language Stimulation and a Robust Language System: Autism a Case Example</a></span></p><p class="fusion-responsive-typography-calculated" style="padding-left: 40px;" data-fontsize="34" data-lineheight="47.94px"><span style="font-size: 12pt;">The resource has modeling videos</span><br /><span style="font-size: 12pt;">Presented by Linda J. Burkhart and Aura Baker at Closing the Gap Conference, October 2016</span></p><p><span style="font-size: 12pt;"><a href="https://lindaburkhart.com/handout_jax_autism/" target="_blank" rel="noopener">The Handout for this Case Example</a></span></p></div></div><div class="elementor-toggle-item"><div id="elementor-tab-title-2173" class="elementor-tab-title" data-tab="3" role="button" aria-controls="elementor-tab-content-2173" aria-expanded="false"> <span class="elementor-toggle-icon elementor-toggle-icon-left" aria-hidden="true"> <span class="elementor-toggle-icon-closed"><i class="far fa-caret-square-down"></i></span> <span class="elementor-toggle-icon-opened"><i class="elementor-toggle-icon-opened fas fa-caret-up"></i></span> </span> <a class="elementor-toggle-title" tabindex="0">ASF Communication Training Series</a></div><div id="elementor-tab-content-2173" class="elementor-tab-content elementor-clearfix" data-tab="3" role="region" aria-labelledby="elementor-tab-title-2173"><p><span style="font-size: 12pt;">The (FREE) <strong><a href="https://www.angelman.org/resources-education/communication-training-series/" target="_blank" rel="noopener">ASF Communication Series</a> “</strong>was designed by three communication and AAC experts, including Erin Sheldon, M. Ed.; Maureen Nevers, MS, CCC-SLP, Licensed Speech-Language Pathologist, Augmentative Communication Specialist; Dr. Caroline Musselwhite, CCC-SLP; Mary-Louise Bertram, teacher and PODD AAC specialist. </span></p><p><span style="font-size: 12pt;">The information is presented in bite-sized chunks to make it as easy as possible for families to start and stick with the training for the long-term.</span></p></div></div><div class="elementor-toggle-item"><div id="elementor-tab-title-2174" class="elementor-tab-title" data-tab="4" role="button" aria-controls="elementor-tab-content-2174" aria-expanded="false"> <span class="elementor-toggle-icon elementor-toggle-icon-left" aria-hidden="true"> <span class="elementor-toggle-icon-closed"><i class="far fa-caret-square-down"></i></span> <span class="elementor-toggle-icon-opened"><i class="elementor-toggle-icon-opened fas fa-caret-up"></i></span> </span> <a class="elementor-toggle-title" tabindex="0">PROJECT CORE FREE PROFESSIONAL DEVELOPMENT</a></div><div id="elementor-tab-content-2174" class="elementor-tab-content elementor-clearfix" data-tab="4" role="region" aria-labelledby="elementor-tab-title-2174"><p><a href="https://www.project-core.com/professional-development-modules/" target="_blank" rel="noopener">PROJECT CORE FREE PROFESSIONAL DEVELOPMENT</a><br />A Stepping-Up Technology Implementation Grant Directed by the Center for Literacy and Disability Studies</p><p style="padding-left: 40px;"><br />“The Project Core implementation model is aimed at helping teachers provide students with significant cognitive disabilities and complex communication needs with access to a flexible Universal Core vocabulary and evidence-based instruction to teach them to use core vocabulary via personal augmentative and alternative communication (AAC) systems. The model is designed for students with significant disabilities who do not yet use speech, signs or symbols to communicate in flexible ways. This includes students who rely on early forms of communication such as facial expressions, vocalizations and body movements, as well as students who are beginning to use symbols, signs, or words but cannot yet put them together. No prior training or experience with AAC is necessary to get started, but a fundamental belief and classroom culture that recognizes that all students can learn to communicate in increasingly complex ways is required.” <a href="http://www.project-core.com/professional-development-modules/" target="_blank" rel="noopener">Professional Development Modules</a></p></div></div></div></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-b3b5f4a elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="b3b5f4a" data-element_type="section"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-c5560b7" data-id="c5560b7" data-element_type="column"><div class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-b83c3f9 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class="elementor-widget-wrap elementor-element-populated"><div class="elementor-element elementor-element-6aebd368 elementor-widget elementor-widget-text-editor" data-id="6aebd368" data-element_type="widget" data-widget_type="text-editor.default"><div class="elementor-widget-container"><p style="text-align: center;"><span style="font-size: 14pt;">A trailblazer in neurodiversity-affirming therapy, education, and advocacy since January 2018!</span></p></div></div></div></div></div></section><section class="elementor-section elementor-top-section elementor-element elementor-element-38c710f9 elementor-section-boxed elementor-section-height-default elementor-section-height-default" data-id="38c710f9" data-element_type="section" data-settings="{"background_background":"classic"}"><div class="elementor-container elementor-column-gap-default"><div class="elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-76f8772b" data-id="76f8772b" 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