A group of U.S. school speech-language pathologists (SLPs; N = 233), via survey, provided the following business-as-usual (BAU) augmentative and alternative communication (AAC) practices: (a) service delivery models, (b) treatment intensity, (c) the number of aided models provided, and (d) caseload size and knowledge. In addition to descriptive…

This tutorial offers speech-language pathologists (SLPs) an opportunity to consider the theoretical constructs of language acquisition theory and the multifactorial determinants that can impinge on the language acquisition process for children with complex communication needs. The system of constraints observed through the lens of optimality…

Communicative competence for people who use augmentative and alternative communication consists of four interrelated domains: linguistic, strategic, social, and operational. Ongoing assessment and progress monitoring within these domains are crucial to (a) providing information to teach targeted skills in a manner contextualized within the…

This article presents a phenomenological investigation into speech-generating device (SGD) use in the school context. Derived from a larger study on the experience of speaking through a SGD, this article focuses particularly on the experience of time and timing of speaking for one who must use a SGD to give audible voice to their words. Themes…

Speech language pathologists (SLPs) play a leading role in overall augmentative and alternative communication (AAC) service delivery. Several changes (e.g., the provision of university AAC courses) related to AAC occurred in Taiwan in the past. However, little information of AAC services provided by SLPs in Taiwan is available. The purpose of the…

An eight-step instruction model was used to train a self-contained classroom teacher, speech-language pathologist, and two instructional assistants in partner-augmented input, a modeling strategy for teaching augmentative and alternative communication use. With the exception of a 2-hr training session, instruction primarily was conducted during…

This pilot study describes an intervention package, MODELER for Read and Talk, designed to provide enriched language interaction for children with complex communication needs who require augmentative and alternative communication (AAC). MODELER (Model, Encourage, Respond) includes (a) modeling AAC as you speak, (b) encouraging communication…

Given the linguistic and cognitive demands of communication, adult Augmentative and Alternative Communication (AAC) users with acquired communication disorders may have difficulty using AAC systems consistently and effectively in "real-life" situations. The process of recommending AAC systems and strategies is an area of exploration,…

This study grew from a need identified by professionals working in the same community to explore interagency support for augmentative and alternative communication device implementation with students, families, and professionals involving the local school system and university. A case study was used to document intervention with a second-grade…

This position statement by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities addresses access to communication services. It states that eligibility for communication services should be based on individual needs and argues that eligibility determination based on a priori criteria violate recommended…