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AAC Evaluations for Adolescents & Adults with IDD
NWACS Board Member Casey shares how she approaches AAC evaluations for adolescents and adults with intellectual/developmental disabilities.
Read moreIf you are new to the world of AAC, you may be feeling like there is a different language being spoken. Here are some terms to know as you start on your AAC journey!
Read moreAre you new to this whole world of “AAC”? Check out these commonly used Acronyms!
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Teaching Yes / No
Why is answering yes or no to a yes/no question so challenging for some children? How do we teach this skill? NWACS Board Member Marci shares her thoughts on teaching children to answer yes/no questions.
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Representation is Possible, and Necessary
NWACS Board Member Carrie shares one simple way we can support representation in AAC for Black Lives Matter At School week.
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Getting AAC in the Schools: Foundations
NWACS Board member and blog contributor Carrie shares information on the special education process in the schools and why it helps to understand it.
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A Crash Course on Getting an AAC Referral
NWACS Contributor Penny explores some pathways to getting a referral for an AAC evaluation.
Read moreAre you a new SLP? Are you an SLP who is just new to AAC? We hope this decision tree helps you figure out when to refer a client or student for an AAC evaluation!
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AAC Assessment Basics: 5 Tips to Get You Started
NWACS President Tanna shares some AAC assessment basics that she has found helpful for developing a framework to approach AAC assessments.
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AACademics AAC Research Summary: Identification and Expression of Themes Depicted in Visual Scene and Grid Displays by Adults with Traumatic Brain Injury by Thiessen, Brown, & Brewer (2019)
AACademics: NWACS Contributor Julia highlights hot topics in AAC Research in a format that makes for some lighter reading and helps us apply current research to our AAC learners.
Julia summarizes a research article that looked at the difference between grid displays and visual scene displays for adults with Traumatic Brain Injury.
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