#TalkingAAC 2025

This exciting session aims to share strategies to support narrative retell skills among augmentative-alternative communication (AAC) users. Attendees will gain practical strategies and insights to facilitate the development of narrative language abilities crucial for academic success and social communication.

The AAC partner teams of speech-language pathologists and special education teachers will begin with the introduction of various tools and resources, some of their common principles, as well as there adaptability for AAC users. Next, the educators will underline the significance of narrative language in academic, social, and cognitive development for individuals in diverse classroom communities who use a variety of AAC systems. Documented measurable outcomes of AAC users by the teams include increased message length and complexity, more complete narrative form, expressive vocabulary growth, and increased comprehension through personal connections. Additional benefits include increased ability to repair communication breakdowns and integrated use of AAC to supplement mouth speech. Descriptions of implementation strategies and data-driven decision making will show how the team monitors progress and adjusts intervention plans accordingly. Lastly, the presenters will highlight the role of collaboration among AAC users, family members, caregivers, educators, and therapists in supporting narrative skill development for optimal generalization and functional application of skills.

Enhancing narrative retell skills is essential for AAC users to engage meaningfully in academic tasks, participate in meaningful and authentic social interactions, and express themselves effectively. By integrating tools and strategies presented, attendees will be equipped to address this critical aspect of communication, leading to improved outcomes in literacy, academic achievement, and overall quality of life for individuals using AAC.

Direct selection is the preferred method of access for AAC apps. It is efficient, simple, and reduces cognitive load. However, some AAC users still struggle with default settings, which can lower their success, confidence, and interest. This session will cover small but impactful settings in iOS and communication apps that can positively impact the independence and experience of AAC users in their communication journey. Customizing visual presentation, button interaction, and auditory settings can help develop efficient motor skills for direct selection, allowing AAC users to focus on language and communication development. In addition to adjusting grid size, most robust AAC apps offer a variety of setting options to modify direct access interactions. This supports fine-tuning features to subtly change how apps respond to an AAC user's touch. Adding visual and auditory supports to touch interactions can improve accuracy and interest with neurodiverse learners. We will also discuss iOS settings for adding accessory tools such as a mouse or stylus to enhance direct selection success. Additional iOS setting features can be used to improve direct touch access outcomes and engagement with keyboard options and accessibility settings. Furthermore, this session will highlight the importance of positioning, both in terms of the device and the user's body, to improve direct selection access. Participants will leave with programming setting workflows for implementing auditory feedback, release time delays, and visual cues. Finally, once we have increased the confidence and independence of our direct select AAC users, we will explore iOS settings options in Guided Access and Assistive Access to ensure consistent AAC app access. By leveraging iOS settings, AAC app features, and considering positioning or external tools, we can create an environment that helps AAC users transition from being ‘nearly there’ to confidently independent.

The library and education worlds talk about the importance of books as doors, windows, and mirrors for kids to see themselves as leaders and heroes, as well as kids with different lived experiences. But when fewer than 4% of kids books published every year feature a disabled character, and fewer than that are authentic representation, how can we best help our kids see themselves in the wider world and develop pride in themselves? Or for their peers to understand disability as a valid and important aspect of diversity? Children’s librarian Shelley Harris is back to dive deeper on how libraries can support disabled kids and their families. We will evaluate books featuring disabled characters and discuss how to use them with disabled kids and their peers to build understanding and advocacy skills. Bring your list of favorites (and/or ones to avoid!) to share and discuss.