Literacy Matters Vol. 25 Winter 2025

collaborative process by including the students’ peers Possible research might include examining strategies or tools necessary to facilitate (or be potential barriers) interprofessional collaboration to ensure that the AAC meets the students’ needs. For example, I have found that including the students’ classmates helps the students with their socialization skills. Allowing the student and their peers to share ideas and predictions and work on different writing activities like stories or essays is a valuable practice. 9. We can implement a proven approach that combines modeling with natural-aided language. Before gaining experience, I was unsure how to use an AAC device effectively. However, I found that using the student’s AAC device as I spoke was the most effective way. This evidence-based approach allows the student to see that our language input matches what they are expected to produce, which can help them build their vocabulary (AAC Teaching Strategies, n.d.). 10. When it comes to using an AAC, our primary goal is for the student to become a successful and functional communicator in various settings, so it is important to celebrate anything positive a student does, no matter how small. It is a challenging feat. Sometimes, it will take a long time to see progress, so we must celebrate every win. Small changes today pave the way for great wins (AAC Teaching Strategies, n.d.). Light, J., Barwise, A., Gardner, A. M., & Flynn, M. (2021). Personalized early AAC intervention to build language and literacy skills. Topics in Language Disorders , 41 (3), 209–231. https://doi.org/10.1097/tld.0000000000000254 Light, J., & McNaughton, D. (2012). Supporting the communication, language, and literacy development of children with complex communication needs: State of the science and future research priorities. Assistive Technology , 24 (1), 34–44. https:// doi.org/10.1080/10400435.2011.648717 Mezei, P. J., & Heller, K. W. (2012). Effects of word prediction on writing fluency for students with physical disabilities. Physical Disabilities: Education and Related Services , 31 (1), 3–26. https://eric.ed.gov/?id=EJ986388 Zangari, C. (2019). Encourage students to use AAC by supporting communication partners. The ASHA Leader , 24 (4), 36–37. https://doi.org/10.1044/leader. scm.24042019.36

might be supporting details such as shirt colors, long/ short sleeves, buttons, fabric types, etc. It’s important to note that the icons and folders in an AAC do not change position. So, the more students look for the same folder and icon, the more they will remember where it is on the device, which is part of the principle of motor learning. 7. There is a misconception that an AAC can only be used during a particular activity or time. There are many natural opportunities for students to practice using their AAC devices (AAC Teaching Strategies, n.d.). I like to look at their school schedule and find times when I can push into the student’s classroom so they can carry over the AAC skills they have learned in the therapy room. For example, during lunchtime, students can work on requesting ‘help’ or any food-related items, engaging in peer-to-peer conversations, and terminating conversations/activities (Bonnet, 2015). A possible research idea to explore is integrating AAC into the existing curriculum to see if that could improve interprofessional collaboration among teachers, speech-language pathologists, and interpreters. This would require AAC training for teachers on how to implement the devices within their lessons and activities. This could help improve the students’ engagement and motivation, which can benefit learning. Our discussions often focus on the crucial role of teachers and parents in decision-making regarding AAC implementation. However, we can further enhance this 8.

Literacy Matters Insider Insights

References

AAC Teaching Strategies | Fluent AAC . (n.d.). Fluent. https://www.fluentaac.com/ teaching-strategies-aac

Almgren Bäck, G., Mossige, M., Bundgaard Svendsen, H., Rønneberg, V., Selenius, H., Berg Gøttsche, N., …Svensson, I. (2024). Speech-to-text intervention to support text production among students with writing difficulties: a single-case study in nordic countries. Disability and Rehabilitation: Assistive Technology, 1–20. https://doi.org/10.1080/17483107.2024.2351488

Bonnet, L. K. (2015). SETTing up successful AAC use. The ASHA Leader , 20 (7), 34–36. https://doi.org/10.1044/leader.scm.20072015.34

Doan, C. (2019). Please don’t leave my voice on the shelf: 5 tips to improve AAC use in school. Leader Live . https://blog.asha.org/2019/08/14/please-dont-leave my-voice-on-the-shelf-5-tips-to-improve-aac-use-in-school/

S Alexis Lawton is a speech-language pathologist in Walterboro, South Carolina. She is an adjunct professor in the speech-language pathology program at West Coast University. Alexis is also working on her Ph.D. in Literacy, Language, and Culture at Clemson University.

| 32 | Literacy Matters | Volume 24 • Winter 2024

CLICK HERE TO RETURN TO TABLE OF CONTENTS