227: Supporting AAC in the School Setting

Show Notes:

Hey there, fellow SLPs! In this episode of SLP Coffee Talk, Hallie sits down with Sarah, an SLP and AAC enthusiast, to demystify the world of augmentative and alternative communication, showing it’s not about the tech but about empowering connections. We delve into selecting AAC systems, involving families, and integrating devices into the classroom all while maintaining a focus on the child’s autonomy. Sarah’s insights and strategies are interwoven with personal anecdotes, making this a conversation as practical as it is heartwarming, perfect for any SLP looking to deepen their understanding of AAC.

About my guest: Sarah Gregory, M.S. CCC-SLP is a Speech-Language Pathologist and works as an Assistive Technology and inclusive programming consultant in the Ithaca City School District in Upstate New York. She specializes in Augmentative and Alternative Communication in a public school setting with a focus on inclusion. Sarah has presented on these topics at national and statewide conferences. She shares ideas and strategies for AAC and teletherapy on her YouTube channel, as well as on Twitter, Instagram @sarahgregoryslp, and sarahgregoryslp.com.

Here’s what we learned:

  • Sarah’s journey from AAC apprehension to becoming an impassioned advocate for its use in educational settings. 
  • The art of selecting AAC systems that evolve with students’ needs and ensuring therapy sessions are engaging and personalized.
  • Strategies for involving families and professionals in the AAC process are highlighted along with tips for making AAC a natural part of classroom and home life.

RESOURCES:

Sarah's Instagram

Sarah's X (Twitter)

Sarah's YouTube

Sarah's Freebie: A collection of free digital resources to support AAC

Learn more about Hallie Sherman  and SLP Elevate: 

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TRANSCRIPT:

00:00:00 Hallie: Hey there, SLP. You are listening to this podcast, so I know that you love to listen to podcasts. And if that is the case, then I know that you are gonna love my secret private podcast, Secondary Secrets for SLPs. Its six short episodes will have you walking away, feeling refreshed and inspired and ready to take on those challenging secondary speech students. So if you work with grades four through 12, and are in a planning rut or wanting some fresh new ideas to keep your students motivated, make sure you head to speechtimefun.com/secondarysecrets. You are not going to find this podcast in your iTunes podcast search browser. You can only get access by going to that link. 

00:00:51 Hallie: So head to it now. It is six short episodes that you can listen to it in under an hour, like totally Netflix binge-worthy. I made this just for you and I know you are going to love it. SLPs have been telling me already that it has changed their way for working with their older speech students. So head on over again to speechtimefun.com/secondarysecrets or use the link in the show notes and I can't wait to hear what you think. Now let's head on to this week's episode of SLP Coffee Talk.

00:01:29 Hallie: Welcome to SLP Coffee Talk, the podcast designed exclusively for speech language pathologists who work with older students, grades 4 through 12. I am your host, Hallie Sherman, your SLP behind Speech Time Fun, the Speech Retreat Conference, and the SLP Elevate Membership. And I'm thrilled to bring you conversations, strategies, and insights that will give you the jolt of inspiration that you need. Whether you're tuning in during your morning commute, on a break in between sessions, or even during a well-deserved relaxation time. I am here for you each and every week. Let's do this, SLPs.

00:02:09 Hallie: Hey, hey, and welcome to another episode of SLP Coffee Talk. I have another guest on the show that is gonna be talking all about AAC because you know that it's not my jam and I get so many questions about this. So Sarah, welcome to the show. 

00:02:24 Sarah: Thank you, thanks for having me. 

00:02:26 Hallie: Tell everyone listening a little bit about yourself and your SLP and AAC journey. 

00:02:32 Sarah: Sure, so I have been an SLP, oh gosh, for like 12 years now, and I've pretty much spent all my time in the schools. When I left grad school, I was like, very scared of technology and I knew I would never work with AAC. It really, I was like, this is not for me. I knew I wanted to be in the schools, but I was like, I'm not doing anything with tech. And then I ended up moving down to Baltimore and got a job at a school that was pretty much all students who used AAC. And I was like, well, I guess I'm gonna have to learn. And I think probably a similar story to many SLPs. I didn't have, like, an AAC course in grad school or an undergrad. 

00:03:08 Sarah: So I really didn't know anything when I started this job. And luckily I was surrounded by some awesome SLPs who really became mentors and guided me through it. And I've been really lucky to have a lot of awesome mentors in the field of AAC. So that's one reason why I love chatting about it and kind of love teaching other people as well because it's just something that we don't always get in grad school. So once I started working with AAC, I fell in love with it and I realized, you know, it's really not about, like the scary technology. It really is just like what everybody says, it's language therapy, but you kind of have like this device in between you. 

00:03:42 Sarah: So it ended up being really fun and I became super passionate about that. So then I moved back in, upstate New York, like central New York now. And so I work in a public school district and I support all of our students who use AAC. So I've just loved, like, continuing to learn more and to go from sort of a self-contained setting to now, most of our students are included in Gen Ed, and so kind of figuring out how we can support students with complex needs in Gen Ed classrooms. 

00:04:09 Hallie: That's awesome, that's so amazing. And I love that you said that you were hesitant and you were beautiful and look where you are now. So anyone listening that's saying like, oh my goodness, I have a kid on my case or I just got hired for this job for next year, you've all been there. 

00:04:23 Sarah: Yes.

00:04:24 Hallie: It's okay.

00:04:25 Sarah: Yes, and our scope is so broad. 

00:04:29 Hallie: Mm-hmm. Yes, we can't be experts in everything. Like, I did have an AAC course. It was still just like, overview. It was still like, these are the devices. These are like some, this is PECS, like little things. I didn't learn, like, how to set up a device or what core vocabulary. Like, all those things were, like, not in my wheelhouse of knowledge.

00:04:55 Sarah: Yeah, and I think sometimes it's a lot of, like the theory and like great research behind what we do, but then it's like you have a student in front of you and you're like, wait, but what do I actually do now in a session? 

00:05:07 Hallie: And I love it that you said it's just language therapy with a device in between. Could you expand on that a little bit more, like how you've shifted your belief into that? 

00:05:16 Sarah: Sure. So one of the big, like intimidation factors for me when I started working with AAC, was that I thought it was gonna be tons of programming. And I was like, I'm not very techie. I wouldn't know how to, like create a button or anything like that. And then once I started working in this school, I kind of was introduced to the idea of core vocabulary. And so the idea that like the most commonly used words that even you and I like the most commonly, words that we're gonna use in this conversation today are gonna be the same words that are really flexible and easy to use for our students. So things like, example like, I like it. And I want that, the things I don't like. 

00:05:55 Sarah: All of those common words are what are already programmed into the device. And we actually don't want to be doing a ton of programming because those words are gonna be more obscure and less used. Unless it's somebody's very favorite thing that just happens to not be in the device, we wanna make sure you have all your favorite people and your favorite toys and characters and things like that. But a good example is that when I first started out, I did like, made spider Oreos with one of my students.

00:06:20 Sarah: And so I said, I programmed in mini M&Ms, black licorice, Oreo, all these things that he didn't like to eat, but I spent this time programming these words that were important to him, and that's what I kind of thought AAC was. Oh, you just program in the specific words of what you have in your lesson, but really we wanna focus more on the words that are already programmed in there. So we're working on kind of the same, those tier one, tier two vocabulary words that we would use with any other student who has a language disorder and is in our therapy. We can use the same activities, we can have the same vocabulary targets, but you're just accessing the language through a device. 

00:06:57 Hallie: I love that. Can you just talk a little bit more about, like the myth of a perfect system? When I had a student on my caseload, I was like, fearful, like this is not perfect. I needed to be perfect. And then we got a system which I was not thrilled about. Then I was like, I can't give him everything because he doesn't know how to use this. I can't, we need to start small. Can you describe a little bit about all of these myths that, like, needs to be perfect? 

00:07:19 Sarah: And I think that this is like, that feeling like you're going to get it wrong is one thing, at least for me, that kind of stopped me from even trying. I had one student on my caseload who used AAC before I really learned how to do AAC. And I actually didn't even really use the device much at all. Like I'm embarrassed to say that, but I was just like, oh, well kind of like work on your bilabial sounds and it really wasn't functional for the student because I truly was, like, scared of the device and didn't even, like, want to touch it. So that was just like one short summer for this poor student. 

00:07:46 Sarah: But anyways, I think that when AAC is not a big part of your caseload and you have somebody who maybe you recognize needs a device, but you don't have someone in your area to do an evaluation or you might have someone come to you with a system that's not your preferred system or what you would have chosen. We talk about systems that are robust. So you want to have a device that has thousands of words programmed into it, and that has all parts of speech, that has a keyboard so that our students can access literacy. 

00:08:16 Sarah: You want to be able to conjugate verbs and stuff, get those ing endings, and have pronouns, and again, all those different parts of speech. And you want to be able to create flexible sentences. So there's a lot of systems out there that we can select that can do those things. Sometimes we start with a more limited system, like you might start with say four buttons, but then there's not really, like a clear path for growth. Then that student kind of has to master those four buttons before they move on to a system that has more buttons. 

00:08:45 Sarah: What I've really done in my practice, know a lot of, like people, my mentors have done as well, is like starting with a system that is robust and has lots of buttons. And you might do something like where you hide you. So a lot of systems allow you to mask certain buttons. So you might not have every button showing or there’s, you know, some different strategies of how we can try to engage students even when a lot of buttons are showing and make things more motivating and fun and things like that to help them be more accurate. 

00:09:12 Sarah: So, something that kind of got me stuck early on was trying to find one perfect device to match the student as long as we pick a system that can grow with them and then you think about it as like language therapy, just like you would do with any other student. You want to make it fun, make it engaging, and you know, if we work hard to teach it, I think they'll learn it.

00:09:32 Hallie: I love that. Now, you mentioned oftentimes, and I know in New York, we do contract out for like an AAC evaluation, but those that don't have that flexibility or ability to do, and all of a sudden, they're thrown in an AAC eval, what are some things they might need to have on hand or need to know about so that they can feel effective in a school setting?

00:09:53 Sarah: Yeah, and I really encourage people, I chat with people on Instagram and DMs a lot and say, don't be intimidated by the process and just try. Because I think at least you trying something is better than trying nothing. And there's this idea of maybe we're going to get it wrong. But I think that we have this idea that there's going to be one perfect device out for each student. And that might be true, but I also think a lot of the students that I work with. I could see them being successful on many different systems. It's just that we make our best guess and we say, this is what for these reasons, this is what I think is gonna be best for the student. 

00:10:28 Sarah: And then you teach it and you move forward with it the best way that you can. So for people that don't have a lot of resources, I would say I've learned a lot on social media and I've connected a lot with people on social media. So there's a lot that you can learn there. I think a really key factor in doing, like an evaluation or getting a student started is device consultants in your area. So like I said, looking at, like, major robust communication apps, there should be somebody that you can access from any company, from PRC-Saltillo, from Kafdrop, from Tobii Dynavox. I know I'm not, like giving AssistiveWare, I'm not giving an exhaustive list, but you can look–

00:11:05 Hallie: [Proloquo2Go], I'm trying to get another popular one. 

00:11:07 Sarah: Yes, yep, yep. So that's, AssistiveWare makes that one. And so you should be able to get in touch with a consultant from the company and they can loan out devices or kind of walk you through things. And so that will at least help you get your hands on a device that you can try. And I really, really like to involve all the stakeholders because if you're somebody who's doing an evaluation and you might not be living with this student or teaching them in school, I have really had to learn to like take a step back and not push like what I think is the right device and let it be up to especially the family. 

00:11:42 Sarah: Because if I say, for all of these reasons, I think this system is the best match for the student, but the family says, oh, we don't really like it. They're not gonna use it. And then it really doesn't even matter if I was right or wrong. Basically I was wrong. So I, gosh, somebody I follow on Instagram, I think her handle is buildersandbards, and she has a child who uses AAC and talked one time on her stories about one of the things she used to help pick her system was she printed out the home screen of like four different devices. 

00:12:13 Sarah: And for one of them, her child just kept, like crumpling it up and throwing it in the trash. And so she was like, not that one. Like, he doesn't seem to like those symbols. So I think, you know, that's not something I ever had in one of my AAC evaluations. But I was like, that's also a really valid way to get some information from what might be best. 

00:12:30 Hallie: I love that. I love that. What now? What would you say to someone who says, they're, they have a device and students just, not motivated to use it? 

00:12:40 Sarah: It's so hard. It's so hard. So that's a good one. And I think that one thing that's really helped me is to think, like sometimes I just get so into the teaching and I'm like, I'm gonna model core words. And like, I think this is fun for me. Like, let's do like, you know, we of course wanna make our sessions as fun and as engaging as we can. But one thing that has helped me is to take a step back from like the AAC system and try to work on just like relationship building and engagement and somebody gave me this advice once, I can't remember who, of just like, don't even come in and do a therapy session, just sit back and observe, and see what the student is into in their classroom and what they gravitate towards. 

00:13:22 Sarah: Reconnect with the family and see what they like at home, and so really, trying to find what their specialized interests are. And then pulling those things into the AAC device and modeling maybe some language around their favorite things, but also being really careful not to withhold their favorite things and say, you have to do this for me on your device before you can get this thing, because that can also kind of create this negative association of like, oh, the device is just kind of like this step in between me getting what I want. So anytime we can as authentically as possible, give them some language that might help them get the things that they like. But again, in an authentic way, not like, oh, I'm holding this behind my back and not giving you access to it. 

00:14:02 Hallie: And dangling it in front of their head like the T's. Like, how would you do it if someone did that with their car keys? I'd be like, give me my car back, like stop. I need to go somewhere. You mentioned that you now work in an inclusion setting and I've had so much trouble getting my self-contained and life skills teachers on board with devices and the paras and I find it on the shelf. So I would love to hear how you get the inclusion staff. What does this look like?

00:14:31 Sarah: Yeah, so that can be really hard because sometimes we have our students go to a classroom where the teacher has never seen a communication device before. And so a lot of it comes down to like coaching, which again, I find is, you know, the foundation in that is relationships again. And so as much as we wanna build positive relationships with our students, it's just so imperative to work to have positive relationships with the staff too. So that we can give suggestions that they'll be willing to try. And I also have found that, like, I do AAC all day every day. So I'm just like, have this perfect picture in my mind of like it's modeled all day. We create engagement during everything. Even the most boring of lessons will make it fun. 

00:15:14 Sarah: But of course, in reality, like we're not gonna be modeling every second of the day. There's not like when you're running around in PE, there's maybe not gonna be an opportunity for modeling or the device may not even be there. And I've learned to just say, like, that's okay. It doesn't have to be like picture perfect, but starting small and like, where can we start now? And when we give people, like small, more attainable goals, then they reach them and they feel good about it. And then they're ready to do something else. So my kind of advice to get started for the adults is start really, really small. Find the time that it's the most easy and fun. 

00:15:49 Sarah: So when we're talking about students who might not have a ton of motivation to be going to their device, like what part of their day are they having the most fun, are they the most relaxed, are you the most relaxed? And then we're just gonna try to model a couple times. So then the next time I check in, be like, oh, how did it go during Play-Doh? And they probably will have used it because it was like a small kind of attainable goal. So that's something that's been really helpful. And then of course, just like creating, trying to create systems where we have some like online trainings and things like that. I'm trying to do more of because I see that like, you know, just getting out some of the basic facts and kind of best practices, it can be really effective doing that like asynchronously. 

00:16:29 Hallie: So helpful. I saw, I heard this analogy when you're having to give staff or colleague, whatever, like some sort of instructions like this, like it's almost like if someone came to you and said that like, you know, what do you want to do to lose weight or whatever it is or get fit and you list like 20 different things you want to change tomorrow. Let's be real, like we're not changing all 20 things. Tomorrow, we gotta start small, get the momentum going. So like, what is the easiest thing for you to, like, stop doing? Okay, I'm gonna stop eating after 8 PM. Like I could do that one. 

00:17:00 Sarah: Yeah, another piece of advice that I recently heard is when you're, like giving feedback to somebody or coaching somebody, the first thing that you suggest to them to do, had better work. So like, give them something that you're really confident is gonna be successful. Or they're going to just, like, not have buy into whatever it is that you're asking them to do. 

00:17:22 Hallie: I love that. And I love that you said just pick the easiest part of the day. Get that quick win. They're going to see the benefits of it. And then–

00:17:29 Sarah: Especially when our students might have behaviors that could be unsafe, could be disruptive. That's sometimes when I see people pull out the device of like, oh, you seem upset. Tell me what's wrong. But they might have the skills to be talking about their feelings, or especially if you're dysregulated, it's gonna be a lot harder to access the communication skills that you can access when you are calm and when you're regulated. And so I've really tried to help people back away from when you're having a difficult time, even if you, as the adult, find yourself stressed out and dysregulated, that doesn't have to be the time that you are focused on teaching the device. Find a time when it's gonna be the easiest and the least stressful and celebrate small wins. You pulled it out one time today, that's awesome. Is that what we wanna see at the end of the year? No, but it's okay to find small wins. 

00:18:18 Hallie: You mentioned you don't want to have them requesting the things that they desire. So can you maybe walk through what it might look like to use it without withholding? 

00:18:29 Sarah: Yeah, so that's a really good question and it's so interesting. I feel like, in any field, there's like these pendulum swings where I, when I started out, I did a lot of requesting. What do you want, what do you want? Ask for your favorite things. Like, oh, I'm gonna put it in a box and tell me what you want. And so then we've talked in the field of AAC a lot about not getting stuck on requesting. There's all these other wonderful reasons that we communicate. We wanna comment, we like to direct the actions of other people. Like, get me that. We like to protest. I hate math. And if I say I hate math and my math homework disappears, that might be more motivating than actually getting something. 

00:19:06 Sarah: So now I've kind of tried to come back into the middle, where I kind of used to be afraid of requesting. I was like, no, I don't wanna get stuck there, so I'm just never gonna, we're not gonna be saying I want, I want. So now I'm trying to come back to the middle because of course our favorite things are really motivating. And so I think that can be a great place to start. What do you want? What do you want to do? Do you want to play Play-Doh? Do you want to go outside? And empowering students to use their communication device to ask for things that maybe aren't directly in front of them in their environment. 

00:19:37 Sarah: Because a lot of times, our students have a lot of really functional communication. They can go grab what they want. They can lead you. They can point. They make facial expressions. I found that I get more buy-in from students if it's something that, authentically, they really need to ask for, like saying, playground because, oh, I didn't know where, I saw you're leading me to the door, but I didn't know where you wanted to go. Or asking for something that truly is out of reach or in another room or in the fridge or something like that. Or, you know, giving kids choices and then whatever they say you can pull out. 

00:20:07 Sarah: So it's finding that balance where like teaching kids to ask for things that they want is really, really valuable and really motivating, but we don't wanna, like you said, have it be this like dangled carrot of like, you have to comply with what I want, or you have to ask me in a way, like I have people ask me this question a lot of like, if they are clearly pointing to something, or if they have a verbal approximation of the word that they want, like they say bubbles and it doesn't sound perfect, do I have to make them say it on the device? And I'm like, no, no, no.

00:20:37 Sarah: If you understand what they want, you really wanna just like, reinforce that communication and say, I got like, I understood. And then something that you might not really have understood what they want, they're pointing at something and you don't know, is when we could, you know, pull in the device. So it's all about finding that balance. And I feel like I don't have a perfect, I'm still kind of figuring out that balance, but those are some of my considerations. 

00:21:00 Hallie: I think that's so important to hear that it's all trial and error sometimes. 

00:21:05 Sarah: Yeah. 

00:21:06 Hallie: There's no roadmap like this is, the curriculum for AAC. If this is your student, you have to start here, then go here. It's what works for each individual. And you won't know unless you try. 

00:21:19 Sarah: Exactly. And it's like you can hear me fumble through this a little bit. There's so many things that I'm still changing my mind on. And like, yeah, this is how I used to do it. And this is how I used to coach people to do things. And now I'm really trying to rethink things. And I've also been having conversations with some of my colleagues about kind of, this like, explicit or embedded teaching. And there's a lot out there right now on being child led and like being really naturalistic and not contriving situations where students have to like say a certain thing. But then I also think, especially for some students, there's value in that explicit teaching. 

00:21:54 Sarah: If we know bubbles are their favorite thing and we hold up the bubbles and say, this is where bubbles is on your device and have them practice it when they can see that really like, connect, it's right here in front of you, and we're saying the button, we're pushing the button bubbles, and you get the bubbles, kind of withholding that for one second to show them the connection between the button on their device, can then help them when the bubbles truly are not there, or another person comes in who doesn't know that they love bubbles. So I think there's also a time and a place for contriving some things that you know are gonna truly be meaningful for them to learn. 

00:22:30 Hallie: Something I had to learn was, and I thought it was so fascinating, won the whole hand over hand issue/also, like we should be modeling with their device. But then I read some recently, like people say you should be modeling on your own device and not their device because like that's like also like stepping like, it's like me sitting on your lap giving you therapy.

00:22:53 Sarah: Yeah, so again, like the, lots of different views out there. I definitely have students where I've tried to model on a second device and they just like, they're really attending to their own device and they're not attending to mine so much. I have also tried to practice, like asking students like, is it okay if I use your device and even if they don't respond, I feel like it, just kind of models that like, you know, you have ownership over this, you have autonomy if you ever decide to tell me no. And also not just them like saying no on their device, but if they push you away or if they're pulling their device towards themselves, I could say, looks like you don't want me to touch your device right now and it's yours, that's fine, I'm going to respect that. 

00:23:33 Sarah: So for some students, some kids very clearly don't want you to touch their device. And so in that case, I think it would be important to explore having a second device to model on. But then there's also some kids that truly are okay with it. But again, like you said, helping students know that this belongs to you and you can be in control of how and when it's used is also a good thing to teach. 

00:24:00 Hallie: I know one struggle SLPs in the school have is that carryover at home. It's easy for us to do in the classroom because we can push in, we can have the, like trainings, professional development opportunities, all that fun stuff. But getting that buy-in, carryover at home, training at home. Any suggestions, advice, systems that have worked best for you to like make this work? 

00:24:23 Sarah: Yeah, I think it's really like meeting families where they're at. And again, like we might get like this rock star school team and they're modeling all day every day. And we've got the kids saying all these different things. And then we say, how are things going at home? And the feeling is, oh, like, we're not really using it. And so I think we want to, one thing that I try to do is to really not be judgmental of, like how families are choosing to communicate with their kids at all. And we can see the power of AAC and how that can help a student communicate at school. And we can see that kind of long term vision of, oh, they'll be able to use this device to be understood by such a wide variety of people. 

00:25:00 Sarah: But also keeping in mind that families know their own children so well and that their children have such expressive ways of showing how they feel and getting their needs met. And like, you think of all the nonverbals that we can read with the students we know really well, their families can just understand them so much better. And, you know, when you're in your comfortable home environment, you know where your toys are, you know how to turn on the TV. And so recognizing that just from like, a really practical sense, the families, especially early on, might just not see as big of a need for it. 

00:25:33 Sarah: And so recognizing that with no judgment, and also being able to say like, when a cousin comes over, a friend comes over, like, of course they can go and grab their snack from the fridge, but if they're at grandma's house and we know they love bananas, if they can say it on their device and they can tell grandma that they like it on their device too. And I found also that like teaching and supporting at school, it will eventually carry over to home and once families start to see that success and say like, oh my gosh, I had one student who like his grandpa came over and he like finally one day brought his device out and said french fries because the grandpa like always brought like takeout over and they were like wow, he said french fries and then that was kind of like the buy-in moment 

00:26:19 Sarah: So I think yeah, just talking to families about the value but also saying like we recognize you're busy and you might not be spending a ton of time teaching AAC. But if you're interested in using it more at home, then I would just go back to that same thing. What is the most fun easy time that you have in the afternoons? And let's try to think of some words that we could use during that time. 

00:26:43 Hallie: I love it. Any last bit of advice that you would love to share for anyone feeling uncomfortable, uncertain when it comes to AAC in the schools or just wanting to learn a little bit more? 

00:26:53 Sarah: Yeah, I guess I would just say, you're not gonna do any harm in trying. You could pick the wrong system, but like you've at least tried something. You could pick the wrong words. You could be someone who got stuck on requesting and is now like, oh, let's think of some different things we can move on. And, you know, trying to kind of think of that, like when we know better, we do better and not like beating up ourselves for, like not knowing more in the past. Cause that's something that really kind of that imposter syndrome has definitely gotten me stuck before. And also I love to chat with people on Instagram. I do like presentations, I do webinars, and I've started to do more in-person stuff. So if anybody's interested in just, like informally chatting or having more formal type, presentation about supporting AAC in schools, I love sharing kind of, like practical resources, things that are easy to like, implement Monday. I think that's all I got. 

00:27:48 Hallie: That's awesome. Thank you so much, Sarah. Where can everyone learn more about you and everything you have to offer? And we'll include all these things in the show notes, but still, let's share it out.

00:27:57 Sarah: Great, so I would spend… I spend most of my social media time on Instagram. So that's Sarah Gregory SLP. My website, again, sarahgregoryslp.com, is under construction. Hopefully by the time this airs, I'll have something like that up. I also have, like a TikTok and a Twitter under those same names. So that's where I'm at online. 

00:28:18 Hallie: And I highly recommend, you can get so many tips and tricks for AAC. That's where I got to know Sarah and so helpful for someone like me who, again, AAC is not my jam and I am okay saying it out loud and admitting it, but that said, that doesn't mean I have to, when I have a case, I have to ignore that. We have no choice sometimes, so.

00:28:38 Sarah: That's great. And I also, I forgot to mention, I have a YouTube channel that I was really active on in the pandemic, so a lot of it's teletherapy centered, but there's, like some practical kind of like, digital materials that you can get and things like that. If you're getting started and you want just some, like easy tips, you can find that on there again, Sarah Gregory, SLP. 

00:29:00 Hallie: That's awesome. Thank you so much, Sarah. Everyone, go check her out. Go watch the YouTube binge. Listen. And just even if you take away just one thing from this episode. 

00:29:10 Sarah: That's right. 

00:29:10 Hallie: Let us know. Send her a DM about what's one thing that you learned that you're going to try that's not scary, it's going to be fun and make such a difference. I always end my episodes with a joke because jokes are fun and builds rapport. What do cakes and baseball have in common? 

00:29:27 Sarah: I don't know. 

00:29:28 Hallie: They both need a batter. 

00:29:32 Sarah: I like that. 

00:29:34 Hallie: Hey, multiple-meaning words, vocabulary builds rapport. You can steal it and use it with your students this week. I don't care. It's baseball season, so I figured it'd be fine. Thank you so, so much, Sarah. And until next week, everyone, stay out of trouble.

00:29:55 Hallie: Thanks so much for tuning in to another episode of SLP Coffee Talk. It means the world to me that you're tuning in each and every week and getting the jolt of inspiration you need. You can find all of the links and information mentioned in this episode at my website, speechtimefun.com. Don't forget to follow the show so you don't miss any future episodes. And while you're there, it would mean the world to me if you would take a few seconds and leave me an honest review. See you next week with another episode full of fun and inspiration from one SLP to another. Have fun guys.