278 Introduction Augmentative and alternative communication (AAC) is a relatively new area of clinical practice that has under- gone explosive changes in the past three decades. Clini- cians and researchers have witnessed dramatic changes in clientele, technologies, stakeholder roles, funding, and service-delivery procedures. Professionals involved in assessments can attest to the complexity of conducting an AAC evaluation. These assessments typically involve many different individuals with varying levels of expertise whose roles in the assessment process may be unclear. In addition, issues such as those related to equipment and funding can add layers of complexity to the process. This article originated with the authors’ personal frustrations associated with the lack of role clarity. We have witnessed irst-hand how failures to clearly deine assessment roles often can result in compromised AAC outcomes such as device abandonment, which often occurs because a device is too dificult to use or because of a lack of motivation to use it (Johnson, Inglebret, Jones, & Ray, 2006). In both cases, the problem often can be traced back to a failure to include in the assess- ment process AAC clinical experts who are able to incorporate critical feedback from clients, facilitators, and communication partners. The purpose of this manuscript, then, is to present an AAC Assessment Personnel Framework to help clarify professional roles and provide initial guidelines and sug- gestions for resolving complex assessment issues. A foun- dational framework may provide structure to the inter- vention and research processes within a rapidly changing landscape. A framework that is grounded in well-deined roles can assist clinicians with many aspects of AAC assessment by identifying key AAC assessment person- nel, assigning AAC assessment personnel roles, identi- fying evidence-based practices (EBP), and establishing theoretical foundations for conducting AAC assessments. Identifying Key AAC Assessment Personnel A range of individuals may be involved in an AAC assessment, and key contributors may be overlooked. Furthermore, service delivery models may differ across sites (e.g., schools vs. hospitals), adding potential complications. Nonetheless, key personnel involved in the assessment process remain relatively constant. Identifying Augmentative and Alternative Communication, 2012; 28(4): 278–288 © 2012 International Society for Augmentative and Alternative Communication ISSN 0743-4618 print/ISSN 1477-3848 online DOI: 10.3109/07434618.2012.716079 TUTORIAL AND SYNTHESIS ARTICLE Personnel Roles in the AAC Assessment Process CATHY BINGER 1 , LAURA BALL 2,** , AIMEE DIETZ 3 , JENNIFER KENT-WALSH 4 , JOANNE LASKER 5 , SHELLEY LUND 6 , MIECHELLE MCKELVEY 7 & WENDY QUACH 8 1 University of New Mexico, 2 MGH Institute of Health Professions, 3 University of Cincinnati, 4 University of Central Florida, 5 Emerson College, 6 University of Wisconsin-Milwaukee, 7 University of Nebraska Kearney, and 8 San Jose State University, USA Abstract Completing an augmentative and alternative communication (AAC) assessment is a complex process that involves many stake- holders and professionals. To help clarify professional roles and provide assessment guidelines, an AAC Assessment Personnel Framework was developed. This framework was adapted from the work of Beukelman, Ball, and Fager in 2008, which focused on general AAC needs (not just assessment) and concentrated speciically on adults. In contrast, the present model examines the assessment process for all individuals who require AAC. The following AAC assessment personnel are discussed: AAC inders, general practice SLPs, AAC clinical specialists, facilitators and communication partners, collaborating professionals, AAC research and policy specialists, manufacturers and vendors, funding agencies and personnel, and AAC/assistive technology agencies and personnel. Current barriers for successful assessment outcomes are discussed, and suggestions for addressing personnel-related barriers are explored. Keywords: Assessment, Augmentative and alternative communication (AAC), Evaluation, Funding Correspondence: Cathy Binger, Department of Speech and Hearing Sciences, 1700 Lomas NE, MSC01 1195, 1 University of New Mexico, Albuquerque, NM 87131, USA. E-mail: cbinger@unm.edu **All authors following the irst author are in alphabetical order and contributed equally to the preparation of this manuscript. Augment Altern Commun Downloaded from informahealthcare.com by Shelley Lund on 12/22/12 For personal use only.