#TalkingAAC 2025

Presenters: Melissa Tapia, MS, CCC-SLP and Maria De Leon, MS, CCC-SLP
Understanding an individual's culture benefits language acquisition and other cognitive skills (Restrepo, Morgan, & Thompson, 2013; Soto & Yu, 2014; Gay, 2002). Realistically, most SLPs will not know all of their clients' languages and cultures on their caseload. However, as clinical providers, we can choose therapy approaches and tools appropriate for our multilingual AAC users. Language learning outcomes have less to do with the number of languages an individual learns. Instead, it is about the conditions under which language is learned; this includes the level of support for bilingualism/multilingualism in all environments, the quality of exposure to multiple languages, and the types of measures used to monitor language growth (Soto & Yu, 2014). The support for bilingualism in AAC is best practice and, more importantly, essential to equitable communication access for people with complex communication needs (CCN) (Mcnamara, 2018). It has been shown that forced monolingualism may lead to poor communication between the AAC user, their families, and their community. It can impede learning opportunities and socialization that arises from family, community, and cultural exchanges (Kremer-Sadlik, 2005; Peña, 2016). Therefore, this session describes current issues, myths, and considerations for culturally affirming AAC service provision. We will highlight resources that are readily available through reputable AAC sources. It will consider evidence-based practices for Spanish-bilingual AAC intervention and describe Latinx cultural perspectives. This session will outline AAC intervention tools for supporting Spanish-bilingual communicators and their families. Participants will be able to reflect on their current service delivery of AAC and add appropriate tools to enhance their execution of culturally affirming practices. 

Presenter: Amanda Soper
All non-speaking students deserve access to a robust augmentative alternative communication device.  By its definition, robust refers to a system with hundreds, if not thousands, of words, flexibility in word forms (e.g., plural “s,” tense endings), access to the alphabet (i.e., a keyboard), and a thoughtful organization/ structure that supports growth and motor plans.   The field of speech-language pathology has made strides in “presuming competence” and removing barriers such as “prerequisites for AAC” for many students.  However, for students with vision impairments, particularly brain-based vision impairments such as Cerebral Vision Impairment (CVI), many barriers exist due to misconceptions and well-intentioned but misguided recommendations.  

Every individual with CVI has a unique visual profile.  Understanding how visual behaviors and characteristics affect learning will help speech language pathologists (SLPs) better support their students who use AAC.  There are many buzzwords in the field about CVI but many don’t truly help SLPs and educators understand how CVI is impacting their particular student(s).  It is essential that they understand how the location, extent, and timing of the brain-based vision impairment helps us understand an individual’s CVI and how we can better support them.

In addition, it is imperative that everyone understand that the purpose of AAC is to provide individuals with a way to communicate using language.  Current buzzwords surrounding CVI have seemingly reinstated a visual symbol hierarchy for children with CVI. Romski and Sevcik (2005) referred to the visual representation hierarchy as a myth that has limited individual's access to AAC.   It is essential that SLPs understand that to support linguistic competence, students do not need to master steps on a visual hierarchy before accessing abstract symbols on an AAC device.  Instead, specific intervention strategies can be used to support language learning with a robust vocabulary on an AAC device.  

This presentation will focus on building a common language that SLPs and other educators can use to discuss their students’ visual behaviors and how they may impact language learning and AAC use.  This session aims to provide SLPs with language they can use to help others understand how expressive language learning with AAC works, why abstract symbols are a necessary component of AAC systems, and why it is imperative that students with CVI are provided with access to a robust AAC system.  

Presenter: Jaimie Fons, M.S., CCC-SLP

Unlock the potential of student-centered coaching to foster agency in students using augmentative and alternative communication (AAC). In this 75-minute session, we will explore how student-centered coaching provides the game plan for teams working on robust AAC implementation, both in schools and beyond. We will employ practical strategies to keep the game in motion—prioritizing student learning, building rapport and collaboration among team members, and using data to guide students toward their endgame: taking charge of their communication journey. As with Michigan’s Essential Coaching Practices for Literacy, you’ll learn how to craft individualized coaching cycles that meet the diverse needs of the students through the use of guiding principles, best practices, and strong partnerships. Join us to sharpen your coaching skills and create more inclusive, learner-driven environments where every learner finds their voice and thrives!

Presenters: #Talking AAC SLP Board Members
Ten talented speech-language pathologists share their innovative strategies and engaging ideas for working with students who use AAC. As each professional brings a unique perspective and experience, this session will offer a diverse range of practical tools, strategies, and insights that you can immediately apply in your practice. Whether you’re looking to enrich your therapy sessions, boost student engagement, or discover fresh ideas for AAC implementation, this session provides a treasure trove of actionable advice and inspiration. Don’t miss this opportunity to elevate your skills and transform your AAC therapy sessions! Watch any time before January 1, 2025 and start making a meaningful impact today.