Augmentative and Alternative Communication (AAC) Lab
UCF Communication Sciences and Disorders
Overview
The primary purpose of the research being conducted in the AAC Lab is:
- To develop, evaluate, and translate to practice assessment approaches and interventions to improve language and communication outcomes for young children with developmental disabilities who use augmentative and alternative communication (AAC).
- To improve access to assistive technology systems and services across the lifespan.
- To provide evidence-based pre-service and continuing education for professionals in the areas of augmentative and alternative communication and assistive technology.
Current and Recently Completed Funded Projects
Collaborative Healthcare Innovation: Designing Assistive Technology for Adults (CHI-DATA)
This project is designed to engineer and launch a new multidisciplinary course that bridges healthcare disciplines with essential business practices. Students will gain experience in developing assistive technology for adults through a term project involving guest speakers, demonstrations of emerging technology and student design competitions.
Funding Acknowledgement: This project is funded through a generous grant from the VentureWell Foundation: Course & Program Grants – VentureWell
Empowered Futures Program
This project supports the Makerspace in the Rehabilitation Innovation Center, including the fabrication of assistive technology (AT) for individuals with disabilities across the lifespan and training opportunities for future healthcare professionals as to the design and integration of AT to increase quality of life.
Funding Acknowledgement: This project is funded through a generous grant from the Chesley G. Magruder Foundation.
Florida Alliance for Assistive Services and Technology (FAAST) Atlantic Region Demonstration Center (ARDC)
The FAAST Center at UCF provides access to assistive technologies and AT services for Floridians with disabilities and their loved ones. Services offered include device loans, AT demonstrations, AT training, and information and assistance to ensure Floridians have access to the latest in assistive technology. With a commitment to accessibility and innovation, FAAST is leading the way in assistive technology in the state of Florida. The Atlantic Region Demonstration Center serves Orange, Seminole, Volusia and Brevard counties.
Holographic Augmentative and Alternative Communication (HAAC) Library
This project will involve building a library of holographic lived experiences of people who use AAC to improve provider competency, empathy and quality of care. Ultimately, the goal is to empower people who use AAC, challenge biases, and advance systemic change in healthcare.
Funding Acknowledgement: This project is funded through a generous grant from the WITH Foundation: WITH Foundation awards over $1.2M for healthcare equity – WITH Foundation
Measuring Aided Language Development (MALD)
This NIH-funded R01 clinical research investigation seeks to examine the psychometric properties of a range of aided language measures based on our Graphic Symbol Utterance and Sentence Development Framework. Our central hypotheses are: (1) psychometrically sound measures can be established to capture growth within and across different dimensions of language acquisition, and (2) some elicitation contexts will be better than others at capturing aided language growth.
Funding Acknowledgement: “Measuring Aided Language Development” (2024-2029). National Institutes of Health – National Institute on Deafness and Other Communication Disorders (R01DC021160)
Word By Word: Supporting Sentence Development for Children Who Use AAC (2017 – 2023)
Two multi-site randomized control trials (RCTs) were conducted at UCF and the University of New Mexico to evaluate the effect of adding AAC Generative Language Intervention to current AAC Standard of Care for preschoolers who have severe speech impairments and typical receptive language (RCT 1) and Down syndrome (RCT 2). In addition, the study investigated possible moderation of the intervention effect by age, dynamic assessment scores, sentence type, receptive language, mental age, sex, prior AAC use and disability.
Funding Acknowledgement: “Word By Word: Supporting Sentence Development for Children Who Use AAC” (2017-2023). National Institutes of Health – National Institute on Deafness and Other Communication Disorders (R01DC016321). AAC Generative Language Intervention and Standard of Care / Business as Usual in Down Syndrome and Speech Sound Disorder and Speech Disorders in Children – Clinical Trials Registry – ICH GCP
UCF ECHO: AAC for Adults (2022 – 2023)
This project was designed to improve the competency of speech-language pathologists in providing augmentative and alternative communication (AAC) assessments and intervention for adults with developmental disabilities. By capitalizing on the tested hub-and-spoke approach of the ECHO model, cohorts of providers received free evidence-based consulting services from subject matter experts in the field of AAC. The project employed distance technologies to reach professionals and reduce barriers to knowledge, increasing the capacity for AAC services throughout the region.
Funding Acknowledgement: This project is funded through a generous grant from the WITH Foundation: Previous Grant Recipients – WITH Foundation
Meet Our Team
Associate Dean of Research & Interim Associate Dean of Faculty Excellence
College of Health Professions and Sciences
FAAST Center Director & Pegasus Professor
School of Communication Sciences and Disorders
University of Central Florida
Office: 407.823.4800
jkentwalsh@ucf.edu
Regional Coordinator, FAAST Atlantic Region Demonstration Center
Associate Instructor, School of Communication Sciences and Disorders
University of Central Florida
Office: 407.823.4876
Carolyn.Buchanan@ucf.edu
Associate Instructor & Research Grant Coordinator
School of Communication Sciences and Disorders
University of Central Florida
Office: 407.882.0465
Nancy.Harrington@ucf.edu
Instructor & CSD Undergraduate Program Co-Director
FAAST Center/AAC Lab Liaison
School of Communication Sciences and Disorders
University of Central Florida
Office: 407.882.0465
Punam.Desormes@ucf.edu
Amy Thomas, M.A., CCC-SLP, ATP
Associate Instructor
School of Communication Sciences and Disorders
University of Central Florida
Office: 407.882.0460
Amy.thomas@ucf.edu
Amanda Zito, OTR/L, ATP
Assistive Technology Professional
FAAST Atlantic Region Demonstration Center
University of Central Florida
amanda.zito@ucf.edu
Students
Students are integral members of the AAC Lab team! They participate across the full spectrum of funded projects to provide direct community services, conduct clinical research, and disseminate findings at professional conferences as a complement to their academic and clinical coursework.
Collaborators
We are fortunate to have developed collaborations with a number of additional researchers from UCF and other universities.
Cathy Binger Ph.D., CCC-SLP
Professor
Department of Speech and Hearing Sciences
University of New Mexico
cbinger@unm.edu
Assistant Professor
School of Communication Sciences and Disorders
University of Central Florida
Julie.Feuerstein@ucf.edu
Debbie Hahs-Vaughn, Ph.D.
Professor and Program Coordinator, Methodology, Measurement, and Analysis
College of Community Innovation & Education
University of Central Florida
debbie@ucf.edu
John Heilman, PhD, CCC-SLP
Professor
Communication Sciences & Disorders
School of Rehabilitation Sciences & Technology
University of Wisconsin, Madison
heilmanj@uwm.edu
Associate Dean of Clinical Affairs, College of Health Professions and Sciences
Professor, School of Communication Sciences and Disorders
University of Central Florida
bari.hoffman@ucf.edu
Joon-Hyuk Park, Ph.D
Associate Professor
Mechanical and Aerospace Engineering
University of Central Florida
JoonPark@ucf.edu
Tracy Rackensperger, Ph.D.
Public Service Faculty
Employment Initiatives Coordinator and Augmentative and Alternative Communication (AAC)
Outreach Specialist
University of Georgia, Institute on Human Development and Disability (a UCEDD)
Director of UCF Go Baby Go!
Clinical Associate Professor, Physical Therapy
School of Kinesiology and Rehabilitation Sciences
University of Central Florida
jennifer.tucker@ucf.edu
Selected Relevant Publications and Presentations
Our research team strives to disseminate findings broadly through a range of research and clinical journals and outlets.
- Binger, C., Magallanes, P., San Miguel, V., Harrington, N., Hahs-Vaughn, D. (2024). How Toddlers Use Core and Fringe Vocabulary: What’s in an Utterance? American Journal of Speech-Language Pathology,
- Binger, C., Harrington, N., Kent-Walsh, J (2024). Applying a Developmental Model to Preliterate Aided Language Learning. American Journal of Speech-Language Pathology, 33(1): 33-50.
- Harrington, N., Buchanan, C., Kent-Walsh, J., & Binger, C. (2023). Supporting Communication and Language Development in Preschool Children using AAC. In M. Smith (Ed). Clinical Cases in Augmentative and Alternative Communication. Milton Park, Oxon: Routledge.
- Binger, C., Kent-Walsh, J., Harrington, N., & Hollerbach, Q.C. (2020). Tracking Early Sentence-Building Progress in Graphic Symbol Communication. Language, Speech, and Hearing Services in Schools, 51(2), 317-328.
- Binger, C., Kent-Walsh, J., King, M., & Mansfield, L. (2017). Early sentence productions of 3- and 4-year-old children who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 60(7), 1–16.
- Binger, C., Kent-Walsh, J., King, M., Webb, E., & Buenviaje, E. (2017). Early sentence productions of 5-year-old children who use augmentative and alternative communication. Communication Disorders Quarterly, 38(3), 131–142.
- Binger, C., Kent-Walsh, J., & King, M. (2017). Dynamic assessment for 3- and 4- year old children who use augmentative and alternative communication: Evaluating expressive syntax. Journal of Speech, Language, and Hearing Research, 60(7), 1-13. DOI: 10.1044/2017_JSLHR-L-15-0269
- Kent-Walsh, J., Binger, C., & Buchanan, C. (2015). Teaching children who use augmentative and alternative communication to ask inverted yes/no questions using aided modeling. American Journal of Speech-Language Pathology, 24(2), 222–236.
- King, M., Binger, C., & Kent-Walsh, K. (2015). Using dynamic assessment to evaluate the expressive syntax of children who use augmentative and alternative communication. Augmentative & Alternative Communication, 31(1), 1–14.
- Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children who use AAC. Journal of Speech Language and Hearing Research, 54(1), 160–176.
- Lee, J., Binger, C., Harrington, N., Evelyn, S. Kent-Walsh, J., Gevarter, C., Richardson, J., & Hahs-Vaughn, D.. (2022). Aided Language Measures: Establishing Observer Agreement for Communicators in Early Language Phases. American Journal of Speech-Language Pathology. 31. 1-18. 10.1044/2022_AJSLP-21-00341.
- Binger, C., Kent-Walsh, J., & King, M. (2017). Dynamic assessment for 3- and 4- year old children who use augmentative and alternative communication: Evaluating expressive syntax. Journal of Speech, Language, and Hearing Research, 60(7), 1-13. DOI: 10.1044/2017_JSLHR-L-15-0269
- King, M., Binger, C., & Kent-Walsh, K. (2015). Using dynamic assessment to evaluate the expressive syntax of children who use augmentative and alternative communication. Augmentative & Alternative Communication, 31(1), 1–14.
- Binger, C., Ball, L., Dietz, A., Kent-Walsh, J., Lasker, J., Lund, S., McKelvey, M., & Quach, W. (2012). Personnel roles in the AAC assessment process. Augmentative and Alternative Communication, 28(4), 278–288.
- Harrington, N., Buchanan, C., Kent-Walsh, J., & Binger, C. (2023). Supporting Communication and Language Development in Preschool Children using AAC. In M. Smith (Ed). Clinical Cases in Augmentative and Alternative Communication. Milton Park, Oxon: Routledge.
- Timpe, E., Kent-Walsh, J., Binger, C., Hahs-Vaughn, D., Harrington, N., & Schwartz, J. (2021). Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model. Augmentative and Alternative Communication. 37. 1-16. 10.1080/07434618.2021.1921025.
- Kent-Walsh, J. & Binger, C. (2021). 20Q: Pediatric Augmentative and Alternative Communication Service-Delivery: Key Considerations. SpeechPathology.com, Article 20489.
- Binger, C., Kent-Walsh, J., Harrington, N., & Hollerbach, Q.C. (2020). Tracking Early Sentence-Building Progress in Graphic Symbol Communication. Language, Speech, and Hearing Services in Schools, 51(2), 317-328.
- Binger, C., Kent-Walsh, J., King, M., & Mansfield, L. (2017). Early sentence productions of 3- and 4-year-old children who use augmentative and alternative communication. Journal of Speech, Language, and Hearing Research, 60(7), 1–16.
- Kent-Walsh, J., Binger, C., & Buchanan, C. (2015). Teaching children who use augmentative and alternative communication to ask inverted yes/no questions using aided modeling. American Journal of Speech-Language Pathology, 24(2), 222–236.
- Kent-Walsh, J., Murza, K., Malani, M., & Binger, C. (2015). Effects of communication partner instruction on the communication of individuals using AAC: A meta-analysis. Augmentative and Alternative Communication, 31(4), 1–14.
- Kent-Walsh, J., & Binger, C. (2013). Fundamentals of the imPAACT program. Perspectives on Augmentative and Alternative Communication, 22(1), 51–61.
- Kent-Walsh, J., & Binger, C. (2012). Partner instruction in AAC: Strategies for building circles of support. Perspectives on Augmentative and Alternative Communication, 21(4), 124–126.
- Binger, C., & Kent-Walsh, J. (2012, December 1). Communication takes two. The ASHA Leader, 17(15).
- Binger, C., & Kent-Walsh, J. (2012a). Selecting skills to teach communication partners: Where do i start? Perspectives on Augmentative and Alternative Communication, 21(4), 127–135.
- Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children who use AAC. Journal of Speech Language and Hearing Research, 54(1), 160–176.
- Kent-Walsh, J., & Binger, C. (2011). Technology as a language tool: Augmentative and alternative communication in the classroom. Perspectives on School-Based Issues, 12(2), 28–33.
- Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication During Storybook Reading. American Journal of Speech-Language Pathology, 19(2), 97–107.
- Binger, C., Kent-Walsh, J., Ewing, C., & Taylor, S. (2010). Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 19(2), 108–120.
- Kent-Walsh, J., Binger, C., & Malani, M. (2009). Teaching partners to support the communication skills of young children who use AAC: Lessons from the imPAACt program. Early Childhood Services, 4(3), 155-170.
- Binger, C., Berens, J., Kent-Walsh, J., & Taylor, S. (2008). The Effects of Aided AAC Interventions on AAC Use, Speech, and Symbolic Gestures. Seminars in Speech and Language, 29(02), 101–111.
- Kent-Walsh, J., Stark, C., & Binger, C. (2008). Tales from School Trenches: AAC Service-Delivery and Professional Expertise. Seminars in Speech and Language, 29(02), 146–154.
- Iris Rosa-Lugo, L., & Kent-Walsh, J. (2008). Effects of Parent Instruction on Communicative Turns of Latino Children Using Augmentative and Alternative Communication During Storybook Reading. Communication Disorders Quarterly, 30(1), 49–61.
- Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino Parents to Support the Multi-Symbol Message Productions of their Children who Require AAC. Augmentative and Alternative Communication, 24(4), 323–338.
- Kent-Walsh, J. (2008). Communication Partner Interventions for Students Who Use AAC. Perspectives on Augmentative and Alternative Communication, 17(1), 27–32. https://doi.org/10.1044/aac17.1.27
- Kent-Walsh, J., & Rosa-Lugo, L. (2006). Communication Partner Interventions for Children Who Use AAC: Storybook Reading Across Culture and Language. The ASHA Leader, 11(3), 6–29.
- Kent-Walsh, J., & Mcnaughton, D. (2005). Communication Partner Instruction in AAC: Present Practices and Future Directions. Augmentative and Alternative Communication, 21(3), 195–204.
- Light, J. C., & Kent-Walsh, J. (2003). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader, 8(10), 4–29.
- Kent-Walsh, J., & Light, J. (2003). General Education Teachers’ Experiences with Inclusion of Students who use Augmentative and Alternative Communication. Augmentative and Alternative Communication, 19(2), 104–124.
- Timpe, E., Kent-Walsh, J., Binger, C., Hahs-Vaughn, D., Harrington, N., & Schwartz, J. (2021). Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model. Augmentative and Alternative Communication. 37. 1-16. 10.1080/07434618.2021.1921025.
- Kent-Walsh, J. (2010). Emergent literacy intervention appears effective for teaching sound letter correspondence and consonant–vowel–consonant spelling combinations to young children who use augmentative and alternative communication. Evidence-Based Communication Assessment and Intervention, 4(4), 183–187.
- Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication During Storybook Reading. American Journal of Speech-Language Pathology, 19(2), 97–107.
- Iris Rosa-Lugo, L., & Kent-Walsh, J. (2008). Effects of Parent Instruction on Communicative Turns of Latino Children Using Augmentative and Alternative Communication During Storybook Reading. Communication Disorders Quarterly, 30(1), 49–61.
- Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino Parents to Support the Multi-Symbol Message Productions of their Children who Require AAC. Augmentative and Alternative Communication, 24(4), 323–338.
- Kent-Walsh, J., & Rosa-Lugo, L. (2006). Communication Partner Interventions for Children Who Use AAC: Storybook Reading Across Culture and Language. The ASHA Leader, 11(3), 6–29.
- Light, J. C., & Kent-Walsh, J. (2003). Fostering Emergent Literacy for Children Who Require AAC. The ASHA Leader, 8(10), 4–29.
- Iris Rosa-Lugo, L., & Kent-Walsh, J. (2008). Effects of Parent Instruction on Communicative Turns of Latino Children Using Augmentative and Alternative Communication During Storybook Reading. Communication Disorders Quarterly, 30(1), 49–61.
- Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino Parents to Support the Multi-Symbol Message Productions of their Children who Require AAC. Augmentative and Alternative Communication, 24(4), 323–338.
- Kent-Walsh, J., & Rosa-Lugo, L. (2006). Communication Partner Interventions for Children Who Use AAC: Storybook Reading Across Culture and Language. The ASHA Leader, 11(3), 6–29.
- Timpe, E., Kent-Walsh, J., Binger, C., Hahs-Vaughn, D., Harrington, N., & Schwartz, J. (2021). Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model. Augmentative and Alternative Communication. 37. 1-16. 10.1080/07434618.2021.1921025.
- Kent-Walsh, J., Murza, K., Malani, M., & Binger, C. (2015). Effects of communication partner instruction on the communication of individuals using AAC: A meta-analysis. Augmentative and Alternative Communication, 31(4), 1–14.
- Kent-Walsh, J., & Binger, C. (2013). Fundamentals of the imPAACT program. Perspectives on Augmentative and Alternative Communication, 22(1), 51–61.
- Kent-Walsh, J., & Binger, C. (2012). Partner instruction in AAC: Strategies for building circles of support. Perspectives on Augmentative and Alternative Communication, 21(4), 124–126.
- Binger, C., & Kent-Walsh, J. (2012, December 1). Communication takes two. The ASHA Leader, 17(15).
- Binger, C., & Kent-Walsh, J. (2012a). Selecting skills to teach communication partners: Where do i start? Perspectives on Augmentative and Alternative Communication, 21(4), 127–135.
- Binger, C., Maguire-Marshall, M., & Kent-Walsh, J. (2011). Using aided AAC models, recasts, and contrastive targets to teach grammatical morphemes to children who use AAC. Journal of Speech Language and Hearing Research, 54(1), 160–176.
- Kent-Walsh, J., Binger, C., & Hasham, Z. (2010). Effects of Parent Instruction on the Symbolic Communication of Children Using Augmentative and Alternative Communication During Storybook Reading. American Journal of Speech-Language Pathology, 19(2), 97–107.
- Binger, C., Kent-Walsh, J., Ewing, C., & Taylor, S. (2010). Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 19(2), 108–120.
- Kent-Walsh, J., Binger, C., & Malani, M. (2009). Teaching partners to support the communication skills of young children who use AAC: Lessons from the imPAACt program. Early Childhood Services, 4(3), 155-170.
- Iris Rosa-Lugo, L., & Kent-Walsh, J. (2008). Effects of Parent Instruction on Communicative Turns of Latino Children Using Augmentative and Alternative Communication During Storybook Reading. Communication Disorders Quarterly, 30(1), 49–61.
- Binger, C., Kent-Walsh, J., Berens, J., Del Campo, S., & Rivera, D. (2008). Teaching Latino Parents to Support the Multi-Symbol Message Productions of their Children who Require AAC. Augmentative and Alternative Communication, 24(4), 323–338.
- Kent-Walsh, J. (2008). Communication Partner Interventions for Students Who Use AAC. Perspectives on Augmentative and Alternative Communication, 17(1), 27–32.
- Kent-Walsh, J., & Rosa-Lugo, L. (2006). Communication Partner Interventions for Children Who Use AAC: Storybook Reading Across Culture and Language. The ASHA Leader, 11(3), 6–29.
- Kent-Walsh, J., & Mcnaughton, D. (2005). Communication Partner Instruction in AAC: Present Practices and Future Directions. Augmentative and Alternative Communication, 21(3), 195–204.
- Book Chapter: Binger, C., & Kent-Walsh, J. (2016). Augmentative and alternative communication. In M. L. Wehmeyer, I. Brown, M. Percy, K. A. Shogren, & W. L. A. Fung (Eds.), A Comprehensive Guide to Intellectual & Developmental Disabilities (2nd ed., pp. 461–471). Paul H. Brookes Publishing Co.
- Kent-Walsh, J., & Schwartz, J. (2006). Re-engineering Teaching and Learning Practices. The ASHA Leader, 11(5), 18–19.
- Binger, C., Douglas, N., & Kent-Walsh, J. (2021). Planning for Implementation Science in Clinical Practice Research: An Augmentative and Alternative Communication Example. American Journal of Speech-Language Pathology. 31. 1-15. 10.1044/2021_AJSLP-21-00085.
- Kent-Walsh, J., & Binger, C. (2018). Methodological advances, opportunities, and challenges in AAC research. Augmentative & Alternative Communication, 34(2), 1–11.
- Kent-Walsh, J. (2016). Foundational questions: A researcher’s ASHF-launched quest for answers. ASHA Leader, 22(1): online only. DOI: 10.1044/leader.FQ.22012017.np
- Kent-Walsh, J., & Binger, C. (2011). Technology as a language tool: Augmentative and alternative communication in the classroom. Perspectives on School-Based Issues, 12(2), 28–33.
- Binger, C., Kent-Walsh, J., Ewing, C., & Taylor, S. (2010). Teaching Educational Assistants to Facilitate the Multisymbol Message Productions of Young Students Who Require Augmentative and Alternative Communication. American Journal of Speech-Language Pathology, 19(2), 108–120.
- Kent-Walsh, J., Stark, C., & Binger, C. (2008). Tales from School Trenches: AAC Service-Delivery and Professional Expertise. Seminars in Speech and Language, 29(02), 146–154.
- Kent-Walsh, J. (2008). Communication Partner Interventions for Students Who Use AAC. Perspectives on Augmentative and Alternative Communication, 17(1), 27–32.
- Kent-Walsh, J., & Light, J. (2003). General Education Teachers’ Experiences with Inclusion of Students who use Augmentative and Alternative Communication. Augmentative and Alternative Communication, 19(2), 104–124.
