Boyle et al. completed a systematic review to investigate the impact of shared reading on early language and literacy skills for children with ASD.
Thiessen and Beukelman (2019) Investigated the learning styles and motivation of individuals without prior exposure to AAC
The RERC on AAC partnered with a student engineering Learning Factory team at Penn State University in the spring of 2019
Mandak et al. completed a systematic review to investigate the effects of instruction on single-word reading for individuals who use AAC.
Richardson et al describe the employment experiences of 7 individuals with ASD who use AAC in the workplace.
Gormley and Light describe the experiences of 11 SLPs who work with people with complex communication needs within the inpatient rehabilitation setting
At the 2019 ATIA Conference, McNaughton et al. shared progress updates on the many research, development, and training activities of the RERC on AAC.
At the 2019 ATIA Conference, Fried-Oken and colleagues discussed the Cognitive Demands Checklist for AAC—a tool to help identify the attention, memory, and executive function demands of different AAC technologies.
At the 2019 ATIA Conference, Caron and colleagues shared findings from a study in which SLPs were trained in adapted literacy instruction from online modules.
Peters et al. report on use of the Shuffle Speller typing interface for SSVEP BCI copy-spelling with simulated VAI, simulated OMI, and unimpaired vision.