Visionary Research

The increased availability and affordability of advanced technology is giving researchers many new tools and easier ways collect and analyze data in the field. For example, being able to tap into a person’s mind and sensory functions while participating in their normal daily activities has real potential for uncovering hidden strengths and revealing communication potential that could lead to more tailored communication systems, more reliable access methods, and better educational outcomes.  However, it is not just about the tool, it’s about the communication.  As a researcher, Lisa acknowledges there is still much investigative work needed at both the classroom and student level to improve interactions and build aided language systems for improved communication and academic success.  It is critical to be a thought leader when it comes to guiding the field on how best to use this advanced technology for the benefit of children’s learning and social participation.

Future Research: Effectiveness of Aided Language Input using core Conceptual Relational words

To compare the effect and differences on preschool student language growth when trained high quality teachers and their classroom assistants use Aided Language Input (ALI) along with a core concept word AAC system (such as the Universal Core) with all enrolled minimally verbal (MV) students within the first tier (early MTSS) of differentiated support. Lisa wishes to investigate the effects on mid to end-of-year basic concept and language assessments between AAC as a Tier 1 broad level of language support and Business-as-Usual. High quality inclusive early educators strive to create a sense of belonging for ALL students. Lisa’s prolonged dissertation research in four such classrooms indicated that the teachers wanted to learn, and take control of, helping their MV students communicate immediately and requested the tools and strategies to provide an immediate and broad level of language and communication support.

Future Research: Examine change in expressive language production comparing Visual Scene Displays with Core Concept Word Displays in Children with Complex Communication Needs (CCN)

Critical questions need to be answered around comparing how preschool-age children with CCN learn and use highly useful conceptual relational words when displayed on either Visual Scene Displays (VSDs) or Core Concept Word Displays (CCWDs) as aided AAC systems. Researchers and practitioners must move beyond a focus on the graphic symbol’s visual-perceptual characteristics and figure out how best to teach the underlying word meanings of the symbols. We need to know which displays may be the most efficient and effective for early educators to provide Aided Language Input to their students with CCN. Teachers should be given legitimate power to frequently model and teach highly useful words to their aided language communicators during all natural interactions while simultaneously teaching early academic concepts.