How AAC Consultants Support School SLPs

Course Number: ABIO2422

When: Recorded playback is available between available May 9, 2024 – May 9, 2029.

Where: Available under “Course Content” at the bottom of this page.

Description: In this session, we’ll explore methods to support school Speech-Language Pathologists (SLPs) in large districts, delving into tailored strategies. We discuss topics, such as how to conduct AAC support sessions, analyze feedback from novice SLPs within AAC contexts, and identify crucial areas necessitating continual support based on observed needs within the community.

Who This Course Is Good For:

Any ASHA member, CCC holder, or other professionals who are licensed or credentialed to practice speech-language pathology (SLP) or audiology or preparing to earn ASHA CEUs.
School Speech-Language Pathologists (SLPs) working in large districts.
SLPs interested in enhancing their skills in supporting students with augmentative and alternative communication (AAC) needs.
Novice SLPs seeking guidance on conducting AAC support sessions.
SLPs looking to analyze feedback from peers and refine their approach within AAC contexts.
Related professionals interested in identifying and addressing ongoing support needs within the AAC community.

Who This Course Isn’t Good For:

SLPs who primarily work in medical settings.
SLPs who are not currently practicing or are not actively involved in direct client care.
Experienced SLPs who are already proficient in supporting students with AAC needs and do not require additional training or guidance.
Those seeking general information unrelated to AAC support or specific strategies for large district settings.

Presenters:

Venita Litvack, M.A, CCC-SLP

Venita is an Assistive Technology (AT) Consultant in south Florida. She has a passion for using AAC, AT, and literacy to support individuals with complex communication needs, autism, and other disabilities. Venita has delivered poster presentations on several topics related to AAC at ASHA and co-presented several ASHA CEU accredited courses. Venita co-authored two articles published in ASHA Leader’s online publication, as well as the Lou Knows What to Do book series published by Boys Town Press. Recently, Venita started utilizing the power of social media to empower and motivate educators across the country through the Speechie Side Up podcast, blog, Instagram account, and YouTube channel.

Tiffany Pierangelo, M.A., CCC-SLP

Tiffany is a passionate Southern California-based Speech-Language Pathologist (SLP) deeply committed to augmentative and alternative communication (AAC) and the education of clinicians and parents in effectively supporting students with complex needs. Operating as both an AAC Consultant and SLP within a school setting, she holds a B.A. in communication sciences and disorders and an M.A. in SLP from Wayne State University. Tiffany’s expertise extends to her role as a professor at CSUN, where she instructs in the AAC course for their remote masters program. Her dedication to the field is evident through her presentations at prestigious events such as Talking AAC, Closing the Gap, and ASHA Schools Connect. Beyond her professional endeavors, Tiffany finds joy in hiking with her three dogs and spending time with her baby girl.

Megan Hapeman, M.A., CCC-SLP

Megan is an accomplished Speech-Language Pathologist (SLP) based in Los Angeles, California, with a wealth of experience and expertise in the field. She obtained her B.A. in Communication Disorders from SF State University and her M.A. in SLP from CSULB. Having transitioned to school-based therapy in 2016 from private practice, Megan currently serves as both an SLP and AAC consultant for her district, demonstrating her dedication to supporting students with diverse communication needs. Megan’s contributions to the field have been recognized through awards such as the ASHA ACE Award, and she was selected as a participant in the prestigious 2013 Stuttering Foundation Fellowship Workshop. Her expertise is further showcased through her roles as a presenter at renowned conferences like Talking AAC and Closing the Gap. Additionally, Megan shares her knowledge as a professor at CSUN, where she teaches the AAC course in the SLP program, shaping the next generation of speech-language professionals.

Disclosure Statements

Venita Litvack has the following relevant financial relationships to disclose: ownership interest in Speechie Side Up, LLC and Tassel Learning, LLC; royalties from the Lou Knows What to Do book series.

Venita Litvack has the following relevant nonfinancial relationships to disclose: member of the ASHA Special Interest Group 12.

Tiffany Pierangelo has the following relevant financial relationships to disclose: Employed at CSUN and Los Angeles Unified School District.

Tiffany Pierangelo has the following nonfinancial relationships to disclose: Tiffany is a member of ASHA and a member of SIG 12.

Megan Hapeman has the following relevant financial relationships to disclose: Employed at CSUN and Los Angeles Unified School District.

Megan Hapeman has the following nonfinancial relationships to disclose: Tiffany is a member of ASHA.

Learning Outcomes

As a result of this activity, participants will:

Describe effective strategies for supporting school SLPs in a large district
List at least 2 topics that can be discussed and covered during support hours with an AAC specialist
Discuss helpful feedback received from new SLPs in the context of AAC Support
Identify at least 2 areas where ongoing support is essential based on observed needs within the community

Agenda

5 min	Introductions and Backgrounds
10 min	Effective strategies for supporting school SLPs in a large district
15 min	Topics discussed and covered during support hours with an AAC specialist
15 min	Examples of feedback received from new SLPs in the context of AAC Support
10 min	Areas where ongoing support is essential based on observed needs within the community
5 min	References, Closing, Discussion, and Questions