Ongoing Assessment and Intervention When Using AAC Systems

Ongoing Assessment and Intervention When Using AAC Systems 

Augmentative and alternative communication (AAC) assessment is often focused on determining the most appropriate AAC system or device. However, ongoing assessment and measurement of system use are essential to guide interventions that lead to increased communicative competence. A continuum of skill development model can address ongoing assessment in the five areas that define AAC communicative competence. Use of this model increases AAC team members' knowledge and maximizes outcomes for those using AAC. This module discusses the five AAC competency areas and the role of multidisciplinary care to deliver best practice in ongoing assessment.


Hours: 1.00


Certificates provided by accrediting body (2 Match)

American Speech-Language-Hearing Association


This course is offered for 0.10 ASHA CEUs (Intermediate Level; Professional Area).

Kansas Health Department of Aging and Disability Services (Speech)


Approved for 1.00 continuing education clock hours for Kansas Speech Pathologists and Audiologists by the Kansas Department of Aging and Disability. Long Term Sponsorship number LTS-S1057. This activity is approved for 1.00 contact hours.

Course Details

Course Code: REL-ACU-0-SLPA2030
Hours: 1
Type: Online Course
Content Expiration Date: 5/31/2023
Learning Objectives:
Define five essential areas for the development of communicative competence using AAC systems.
Describe ways to implement evidence-based strategies in ongoing assessment and treatment for patients using AAC systems.
Discuss the importance of using a consistent ongoing assessment tool and developing a performance profile to guide intervention planning for patients utilizing AAC systems.

Section 1: Introduction

About This Course

Learning Objectives

Section 2: Assessment of Initial AAC Needs

Case Studies: Three Children

Definition of AAC

The Participation Model

Ongoing AAC Assessment

Elements of Ongoing Assessment

Team Coordination for Ongoing Assessment and Intervention

Case Studies: Three Children



Section 3: Continued Assessment During Intervention

Defining Communicative Competence Using AAC

Models for a Continuum of Skills in AAC

Components of a Continuum of Skill Development Model in AAC

Case Studies: Three Children

Section 4: Clinical Vignettes

Meet Debbie

Meet George

Section 5: Conclusion


Course Contributor




Instructor: Ashley Johnson, M.S., CCC-SLP
Ashley received her Bachelor’s and Master’s degree in Communication Sciences and Disorders from Florida State University in 2008 and 2010 respectively. She moved to Raleigh where she completed her internship working with pediatrics in clinical, home, and preschool settings. Following her work with pediatrics, she began work in rehab facilities where she worked with the adult and geriatric population for over 8 years. She is licensed by the State of NC and holds a national Certificate of Clinical Competence through the American Speech and Hearing Association (ASHA). Ashley has experience with clients from pediatric to geriatric age, with a variety of disorders including articulation/phonological disorders, pragmatics/social communication issues, other developmental and acquired delays, dysphagia, voice and resonance disorders, receptive and expressive language, and cognitive communication disorders. Disclosure: Ashley Johnson, M.S., CCC-SLP has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Expert Reviewer: Susan Almon-Matangos, MS/CCC-SLP
Susan Almon-Matangos, MS/CCC-SLP, is a certified and licensed speech-language pathologist with over 30 years of experience. She obtained her bachelor's degree in psychology from Jacksonville State University and her Master of Science degree in speech-language pathology from The University of Alabama. She worked with clients of all ages and a variety of diagnostic conditions in school, hospital, skilled nursing facility, outpatient clinic, and home health settings. In her previous role as a national clinical director for a large contract therapy company, she created training programs for physical therapy, occupational therapy, and speech-language pathology related to the clinical rehabilitation needs of older adults in post-acute care. She currently draws upon her expertise in her role at Relias as Lead Subject Matter Expert Writer for Speech-Language Pathology. She is a certified member of the American Speech-Language-Hearing Association and the Pennsylvania Speech-Language-Hearing Association. Disclosure: Susan Almon-Matangos, MS/CCC-SLP has declared that no conflict of interest, Relevant Financial Relationship or Relevant Non-Financial Relationship exists.
Target Audience:
The target audience for this course is: Intermediate level Speech and Language Pathologists.
Relias will be transparent in disclosing if any commercial support, sponsorship or co-providership is present prior to the learner completing the course.
Course Delivery Method and Format
Asynchronous/Online Distance Learning; please see certificate details for specifics on delivery format.
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To earn continuing education credit for this course you must achieve a passing score of 80% on the post-test and complete the course evaluation.
If you require special accommodations to complete this module, please contact Relias Customer Support here.