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Enhancing Practitioner Skills for AAC Students: Insights from Recent Research

Enhancing Practitioner Skills for AAC Students: Insights from Recent Research

As a Special Education Director, one of my primary responsibilities is ensuring that our students receive the best possible support and resources. A significant aspect of this involves staying updated with the latest research and best practices, especially for students with complex communication needs who use Augmentative and Alternative Communication (AAC) systems. Recently, I came across an insightful research article titled "Practically Speaking: Language, Literacy & Academic Development for Students with AAC Needs," which provides valuable guidance for practitioners working with AAC students.

This blog post aims to summarize key takeaways from the research and offer practical tips for implementing these findings to enhance your practice.

Understanding the Research

The research emphasizes the importance of comprehensive assessment, tailored instruction, and ongoing support for students using AAC. The book is divided into three sections: Assessment, Instruction & Intervention, and Supports, each offering detailed insights and practical examples.

Key Findings and Practical Tips

1. Comprehensive Assessment

Assessment is the foundation of effective intervention. The research highlights several critical points:

2. Tailored Instruction and Intervention

Effective instruction and intervention are crucial for the academic success of AAC users. The research provides several strategies:

3. Ongoing Support

Providing continuous support is essential for the long-term success of AAC users. The research suggests several approaches:

Encouraging Further Research

While the insights provided in the research are invaluable, it's essential to stay curious and continue exploring new findings and methodologies. Here are a few ways to encourage further research:

In conclusion, the research article "Practically Speaking: Language, Literacy & Academic Development for Students with AAC Needs" offers valuable insights and practical strategies for practitioners working with AAC students. By implementing these findings and staying engaged with ongoing research, we can continue to improve our practice and provide the best possible support for our students.

To read the original research paper, please follow this link: Practically Speaking: Language, Literacy & Academic Development for Students with AAC Needs.


Citation: Boutilier, J. (2010). Practically Speaking: Language, Literacy & Academic Development for Students with AAC Needs. Canadian Journal of Speech-Language Pathology and Audiology, 34(1), 52-53.
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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