This recorded dialogue features two experts on AAC, who
discuss challenges and potential solutions when creating more effective
learning environments for AAC users and using AAC with individuals with
different developmental needs.
The exchange was recorded at the 2021 online
conference "Expanding AAC: Accessible Strategies for Functional
Communication" and is a companion to two recorded sessions from the
conference: Creating AAC-Friendly Environments (Kathy L. Howery, PhD, with
contributions from Chelsea Hagen) and Building Early Communication Skills:
Matching AAC Strategies to Developmental Needs (Cynthia J. Cress, PhD, CCC-SLP).
The dialogue was moderated by Ann-Mari Pierotti, MS, CCC-SLP.
Learning Outcomes
You will be able to:
- Describe
strategies for creating meaningful AAC interactions for a child with
significant physical limitations
- Identify strategies for effectively working with
communication partners
Related Courses
View all courses from the Expanding AAC:Accessible Strategies for Functional Communication online conference.
Presenter Information
Kathy L. Howery, PhD, began her career nearly 40 years ago, focusing on finding ways for students with the most complex needs to share their voices in the world. From 2004 to 2008, she led the Alberta Assistive Technology for Learning Initiative. She has developed and taught graduate level courses in assistive technology, inclusive education, Universal Design for Learning, and augmentative and alternative communication. Her research focuses on using phenomenological methods to explore the lived experience of young people who speak with (or through) speech-generating devices. Howery is incoming President of ISAAC Canada and a past board member of the Alberta Chapter of the Council for Exceptional Children. She has held positions on the Inclusive Learning Network of the International Society of Technology in Education (ILN/ISTE) and on the leadership team of the Universal Design for Learning-Implementation Research Network (UDL-IRN). Howery provides ongoing consultation to Alberta school jurisdictions in the areas of UDL; special education; and supporting children and youth developing communication, language, and literacy. Currently, Howery has developed an online certificate for teaching students with complex communication needs (CCN) and is a member of the Alberta Low Incidence Collaborative Supports team with primary responsibility in the area of CCN.
Financial Disclosures:
- Financial compensation from ASHA for this presentation
Nonfinancial Disclosures:
Cynthia J. Cress, PhD, CCC-SLP, is an associate professor at University of Nebraska–Lincoln, specializing in language, AAC, and early intervention. She has provided workshops all over the country and internationally, helping professionals provide communication services to some of the more puzzling children on our caseloads—children with complex communication needs and/or autism spectrum disorder, and infants and toddlers with multiple impairments. She researches patterns of communication in infants/toddlers with complex communication needs and has provided clinical services for children and adults who rely on AAC for nearly 30 years. Her latest research is to develop new communication assessment tools to screen and assess basic communication in preintentional communicators of all ages (children and adults). She brings a wealth of clinical as well as theoretical experience to her workshops about services for basic communicators.
Financial Disclosures:
- Salary from employment at the University of Nebraska–Lincoln
- Financial compensation from ASHA for this presentation
Nonfinancial Disclosures:
Ann-Mari Pierotti, MS, CCC-SLP, is an Associate Director of Clinical Issues in Speech-Language Pathology at ASHA.
Financial Disclosures:
Nonfinancial Disclosures:
Assessment Type
Self-assessment—Think about what you learned and report on the Completion Form how you will use your new knowledge.
To earn continuing education credit, you must complete the learning assessment by August 20, 2027.
Program History and CE Information
Content origination date: May 2021
End date: August 20, 2027
This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area).
