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
Mandak et al. completed a systematic review to investigate the effects of instruction on single-word reading for individuals who use AAC.
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.
McNaughton et al. describe strategies to build capacity and awareness in the AAC field to ensure appropriate AAC supports are provided.
Light et al. review the state of the science related to AAC technologies that are developmentally appropriate and responsive to the needs of children with CCN and their partners.
Fager et al. discuss the state of the science on emerging alternative access technologies for individuals with severe motor impairments and CCN.
Light et al. review the state of the science on how various AAC display variables impact the visual attention and performance of children with developmental disabilities and adults with acquired conditions.