Need AAC research and perspectives to support your decision making process? You’re in the right place. This is a growing page of evidence-based research and AAC perspectives organized by common area of discussion. While it’s important to consider the research, please know that there is not going to be an article or study available for every single question we have about AAC. We hope these easily accessible links will be helpful to your AAC journey.
Brady, N. C., Bruce, S., Goldman, A., Erickson, K., Mineo, B., Ogletree, B. T., Paul, D., Romski, M., Sevcik, R., Siegel, E., Schoonover, J., Snell, M., Sylvester, L., & Wilkinson, K. (2016). Communication services and supports for individuals with severe disabilities: Guidance for assessment and intervention. American Journal on Intellectual and Developmental Disabilities, 121(2), 121–138.
Moorcroft, A., Scarinci, N., & Meyer, C. (2019). “We were just kind of handed it and then it was smoke bombed by everyone”: How do external stakeholders contribute to parent rejection and the abandonment of AAC systems? International Journal of Language & Communication Disorders. Review available: The Informed SLP
Moorcroft, A., Scarinci, N., & Meyer, C. (2019). Speech pathologist perspectives on the acceptance versus rejection or abandonment of AAC systems for children with complex communication needs. Augmentative and Alternative Communication. Review Available: The Informed SLP
Moorcroft, A., Allum, J., & Scarinci, N. (2021). Speech language pathologists’ responses to the rejection or abandonment of AAC systems. Disability and Rehabilitation. Review available: The Informed SLP
Moorcroft, A., Scarinci, N., & Meyer, C. (2019). “I’ve had a love-hate, I mean mostly hate relationship with these PODD books”: Parent perceptions of how they and their child contributed to AAC rejection and abandonment. Disability and Rehabilitation: Assistive Technology. Review available: The Informed SLP
Biggs, E. E., Carter, E. W., & Gilson, C. B. (2019). A scoping review of the involvement of children’s communication partners in aided augmentative and alternative communication modeling interventions. American Journal of Speech–Language Pathology. https://doi.org/10.1044/2018_AJSLP-18-0024.
Kent-Walsh, J., McNaughton, D. (2005). Communication Partner Instruction in AAC: Present Practices and Future Directions. Augmentative and Alternative Communication, September 2005 VOL. 21 (3), pp. 195–204
Fallon, K.A., Light, J., McNaugton, D., Drager, K., Hammer, C. (2004). The Effects of Direct Instruction on the Single-Word Reading Skills of Children Who Require Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research, December 2004 VOL 47(6), pp. 1424-1439.
Clendon, S., Erickson, K., van Rensburn, R.J., Amm, J. (2014). Shared Storybook Reading – An Authentic Context for Developing Literacy, Language, and Communication Skills. Perspective on Augmentative and Alternative Communication, September 2014 VOL 23(4), pp. 182-191.
Finke, E. H., Davis, J. M., Benedict, M., Goga, L., Kelly, J., Palumbo, L., … Waters, S. (2017). Effects of a Least-to-Most Prompting Procedure on Multisymbol Message Production in Children With Autism Spectrum Disorder Who Use Augmentative and Alternative Communication. Am J Speech Lang Pathol, 26(1), 81-98. doi: 10.1044/2016_AJSLP-14-0187.
I’m a speech-language pathologist specializing in AAC and school-based services. I support parents, teachers, and SLPs with neurodiversity affirming strategies that foster connection and communication. I’m an Enneagram 3, love a good vanilla latte, and can’t wait to help you tackle all of your AAC goals and questions.