#TalkingAAC 2026: Full Schedule

Act now! We reach capacity and sell out every year. Registration closes Wednesday, October 28, 2026 — or sooner if capacity is reached.

Ticket Options

#TalkingAAC: Pre-Conference Workshop
Wednesday, November 4, 2026 | 12:00–4:00 PM
Kellogg Center, East Lansing, MI
- Choose one 4-hour workshop
- Cost: $100
- Full details click here
#TalkingAAC: Two-Day Conference
Thursday & Friday, November 5-6, 2026
- Build your schedule for this two-day event
- Cost: $300
- Price includes breakfast, lunch, & parking
- Full details click here

NOTE: To attend all 3 days, you must purchase both a Pre-Conference Workshop ticket and a Two-Day Conference ticket.

Registration & Session Planning

All registration and session planning will be handled via Sched:

Click the green Log In or Sign Up button below to access Sched.
Then proceed to purchase your ticket(s).
After you’ve purchased your ticket(s), you can plan which sessions you’d like to attend.
New to using the Sched app? To take a tour click here
Need to update your app to this year’s conference? In the Sched app, go to My Account > Change Events> type in the name of the event #TalkingAAC 2026
A new Guest Buyer option lets you purchase tickets for others without creating a SCHED account. Once ticket(s) are selected, choose Continue as Guest.

Ticket Purchase - Error Message

If you receive an error message when purchasing your ticket, please contact TalkingAAC at [email protected] or 517-299-5200 for assistance.

⚠️ Please do not attempt to purchase again, as this may result in duplicate tickets.

Refunds & Ticket Transfers

Refunds available up to 10 days before the event. Sched & Stripe fees are non-refundable.
Ticket transfers (e.g., to a coworker) may be approved before October 28, 2026.

Stay Informed

Watch for updates from #TalkingAAC and Sched with session details and reminders as the event approaches.

Questions?

www.talkingaac.org

[email protected]

517-299-5200

9:45am EST

From Myths to Meaningful Practice: Foundations for Effective AAC Intervention for Young Children With Developmental Disabilities

Thursday November 5, 2026 9:45am - 11:00am EST

Big Ten C

Limited Capacity seats available

Early intervention with augmentative and alternative communication (AAC) is critical for supporting language, communication, and social development for young children with developmental disabilities who have limited speech. For young children, AAC intervention is most effective when it is embedded within active, playful learning in meaningful, natural settings and with the people who matter most— such as parents and other family members, educators, and peers. Yet, myths and misconceptions about AAC often delay or limit access to effective communication support.

This breakout session will provide a foundation for AAC intervention for young children with developmental disabilities. Through real-world examples and video models, attendees will learn how to use AAC to support social communication and language development for young children, not as a “last resort” but as a foundation for learning and connection. The session will include: (1) identifying and challenging common myths and misconceptions about AAC that inadvertently limit access to effective support, (2) describing key principles of evidence-based AAC intervention for young children, particularly a focus on teaching communication skills within natural, meaningful contexts that matter to children, and (3) teaching evidence-based intervention strategies for play-based AAC intervention.

Evidence for this presentation comes from decades of AAC research with young children with developmental disabilities and their educators and families, including extensive work conducted by the presenter and her research team. We will take a deep dive into learning how active, playful learning experiences are powerful drivers of communication and language development, particularly for young children with disabilities. Whether new to AAC or more experienced, attendees will leave with tools to challenge common myths, implement AAC effectively with young children, and collaborate with other educators and family members.

Presenters

Elizabeth Biggs, PhD

Assistant Professor, Vanderbilt University

Dr. Elizabeth Biggs is a nationally recognized educator, researcher, and speaker with over 15 years of experience working with children and youth with disabilities who use or would benefit from augmentative and alternative communication (AAC). An Assistant Professor at Vanderbilt... Read More →

Thursday November 5, 2026 9:45am - 11:00am EST
Big Ten C

General Session

12:00pm EST

Using Strategies From the Enhancing Peer Networks Project to Promote Peer Engagement for Students Who use AAC

Thursday November 5, 2026 12:00pm - 1:15pm EST

Big Ten C

Limited Capacity seats available

Peer engagement and relationships are at the heart of what it means to be included and belong, and they also shape children’s development and learning in many important ways. Yet, students with disabilities who use or would benefit from augmentative and alternative communication (AAC) often face significant challenges to developing authentic friendships and engaging meaningfully with their peers. This breakout offers practical, evidence-based strategies to foster interactions and relationships among students who use AAC and their peers. Importantly, this session offers a condensed version of the same content shared during the pre-conference half-day workshop.

Through video models and access to ready-to-use resources, attendees will learn how to promote social communication skills and meaningful engagement with peers for students who use or would benefit from AAC. Content and resources come primarily from the Enhancing Peer Networks Project, a multi-year research initiative that has focused on improving social communication skills and promoting authentic peer relationships for elementary-aged students with autism who are minimally speaking. We partnered with over 20 school teams and their students to implement a multi-component intervention consisting of storybook lessons on friendship and inclusion, a play-based peer network group, and integrated AAC support. Across the project, we have watched students build social communication skills and experience positive interactions, engagement, and relationships with their peers without disabilities.

This session will share actionable, research-based strategies from the Enhancing Peer Networks Project to help educators, families, and other professionals build students’ social communication skills through genuine peer relationships, rather than isolated interventions.

Presenters

Elizabeth Biggs, PhD

Assistant Professor, Vanderbilt University

Thursday November 5, 2026 12:00pm - 1:15pm EST
Big Ten C

General Session

1:30pm EST

Enhancing SLP Impact: Integrating AAC Into the Classroom

Thursday November 5, 2026 1:30pm - 2:45pm EST

Big Ten C

Limited Capacity seats available

Speech-language pathologists are supporting increasingly diverse caseloads with growing communication, academic, and participation needs. At the same time, students who use or benefit from AAC are spending more of their school day in general education classrooms. To support these learners effectively, SLPs must rethink traditional service delivery models and move beyond isolated pull-out therapy toward embedded, classroom-based support.

This session will explore how AAC can be integrated into the classroom as both an individualized communication system and a broader Tier 1 support for all learners. Participants will learn practical ways to use AAC to strengthen expressive and receptive language, deepen understanding of academic concepts, increase engagement, and support meaningful participation across the school day. Rather than treating AAC as a tool used only by a specific student or only during speech sessions, this presentation will demonstrate how AAC can become part of the classroom environment, routines, and instruction.

The session will include real-world examples of how SLPs can collaborate with general education and special education teams to build capacity across classrooms. Topics will include supporting classroom-based AAC modeling, selecting relevant core and academic vocabulary, embedding AAC into literacy and math instruction, and using visual language supports during whole-group, small-group, and individual activities. Participants will see examples of AAC supporting story sequencing, concept mapping, vocabulary development, sight word instruction, math concepts, problem-solving, and written language.

This presentation will also highlight the value of viewing AAC through a Multi-Tiered System of Supports framework. When AAC tools are available as universal supports, they can benefit not only students with complex communication needs, but also multilingual learners, students with language delays, students experiencing dysregulation, and others who benefit from visual access to language. By embedding AAC into everyday classroom instruction, SLPs can expand their impact, increase educator confidence, and create more inclusive learning environments.

Participants will leave with practical strategies for integrating AAC into classroom routines, collaborating with educators, and increasing communication access for a wider range of students.

Presenters

Carolyn McCoy, M.A., CCC/SLP, BCBA

SLP, Northshore School District

Carolyn McCoy is an Speech Language Pathologist in the Northshore School District in Suburban King County, WA. Working at Ruby Bridges Elementary School, a model site for inclusive practices within Washington State, has capped a career that includes experience in a co-teaching classroom... Read More →

Nicole (Nicki) Case, M.A., CCC/SLP

SLP, Northshore School District

Nicole (Nicki) Case is an elementary SLP in the Northshore School District. She has expertise in AAC, inclusive practices and supporting students with complex communication needs in the general education setting. Nicole has experience across school and clinical settings, creating... Read More →

Thursday November 5, 2026 1:30pm - 2:45pm EST
Big Ten C

General Session

3:00pm EST

Ethical Concerns of Data Collection From AAC Users

Thursday November 5, 2026 3:00pm - 4:00pm EST

Big Ten C

Limited Capacity seats available

Speech-language pathologists collect data for six basic reasons:
• Track progress over time
• To guide treatment decisions
• To set and refine measurable goals
• To communicate clearly with families, teachers, and other professionals
• To meet professional and legal documentation standards
• To support evidence-based practice

These are very important reasons to collect data. However, the purpose of this presentation is to determine what, if any, limits should be put on this data collection. Many AAC devices have the ability to collect data, and there are several questions that need to be asked:
• Should this feature be turned on?
• Does it violate the privacy of the AAC user for the SLP, parent, etc. to know everything an AAC user says?
• Does an AAC user’s right to privacy change depending on their age, diagnosis, or other factors?
• Should the AAC user be able to decide if or when this feature will be used?
• How might the AAC user’s communication be negatively affected if they know their communication is being monitored?

The purpose of this session is not to criticize data collection but to bring to the attention of SLPs ethical concerns that they might not have considered. The SLP should be aware of when and how data collection can negatively impact AAC users and how they might mitigate those risks.

Presenters

Lance McLemore

Ambassador, PRC-Saltillo

Lance McLemore has been using AAC for about 12 years. He got his first high tech communication aid whilst in university. Since getting access to AAC, his world has greatly expanded. His current language system is LAMP Words for Life on an Accent 1000, which he received in 2016. He... Read More →

Thursday November 5, 2026 3:00pm - 4:00pm EST
Big Ten C

General Session

8:30am EST

From Support to Partnership: SLPs as Collaborative Co-Teachers

Friday November 6, 2026 8:30am - 9:45am EST

Big Ten C

Limited Capacity seats available

Speech-language pathologists are increasingly called to move beyond pull-out service delivery and consultation models toward meaningful, embedded collaboration in classroom environments. This presentation will explore how SLPs can shift from a role of “supporting” instruction from the outside to becoming true instructional partners through collaborative co-teaching. With a focus on AAC users and students with complex communication needs, participants will examine practical ways to integrate communication supports into daily classroom routines, academic instruction, and peer interactions.

This session will highlight how co-teaching allows SLPs and educators to share responsibility for student access, participation, and communication growth. Rather than viewing AAC as a tool used only during speech sessions or isolated activities, participants will learn how AAC can become part of the classroom culture through modeling, shared planning, environmental supports, and intentional opportunities for authentic communication. The presentation will include examples of collaborative planning, classroom-based language targets, aided language input, and strategies for supporting both educators and students during instruction.

Participants will also consider common barriers to collaboration, including scheduling, role confusion, limited AAC confidence, and differing expectations between professionals. Practical solutions will be shared to help teams build trust, define roles, and create sustainable systems for co-teaching. Emphasis will be placed on strengths-based collaboration, shared problem-solving, and honoring the expertise of both SLPs and classroom educators.

By the end of the session, participants will leave with concrete strategies for developing effective co-teaching partnerships, embedding AAC across the school day, and increasing meaningful communication opportunities for students. This presentation is designed for SLPs, educators, and related service providers who want to move from service delivery that happens near the classroom to communication support that is fully integrated within it.

Presenters

Carolyn McCoy, M.A., CCC/SLP, BCBA

SLP, Northshore School District

Nicole (Nicki) Case, M.A., CCC/SLP

SLP, Northshore School District

Friday November 6, 2026 8:30am - 9:45am EST
Big Ten C

General Session

10:00am EST

AAC All Day: Communication as the Foundation of Learning and Life

Friday November 6, 2026 10:00am - 11:15am EST

Big Ten C

Limited Capacity seats available

Special Education Teachers play a critical role in providing AAC supports to students with disabilities in the learning environment. Because most teachers do not possess the skills of a Speech Language Pathologist/Therapist, it is difficult for them to believe that they can, and should, provide AAC supports on a daily basis. Often there is inadequate training on the “how to” and the “why” of providing supports that students require in order to learn and demonstrate their knowledge.

When educators begin to think about AAC as a means to talk about the content it can become easier to integrate into the daily instruction. This session will demonstrate how educators can integrate AAC devices into the course of the day: all day, every day, impacting how students who use AAC can see themselves as communicators.

Presenters

Laura Taylor, MEd

Consultant, Taylor Educational Consultants

Laura Taylor is a retired Special Education Teacher with a passion for supporting learners who require the use of Augmentative and Alternative Communication (AAC) to communicate. Laura is a Certified PODD Presenter and has taught students who use AAC to communicate.

Friday November 6, 2026 10:00am - 11:15am EST
Big Ten C

General Session

12:15pm EST

Meaningful Goals and Supportive Instruction for Early AAC Learners

Friday November 6, 2026 12:15pm - 1:30pm EST

Big Ten C

Limited Capacity seats available

What comes first, the chicken or the egg? The same may be said of meaningful goals and skill-building interactions and instruction for early AAC learners. This 2-part session will begin with a deep dive into drafting meaningful goals for early AAC learners, then shift to explore opportunities and examples of skill-building interactions and instructional activities.

Early AAC learners who are developing skills related to engaging with their AAC often learn and interact in ways that are dynamic, may be difficult to describe and quantify, and are often on timelines that do not fit neatly into an IEP cycle. This poses a notable challenge for writing IEP goals, that by design, focus on students demonstrating defined skills in identified contexts. Another factor is that there is substantial onus on communication partners to provide ample aided language input, and responsive, skill-building feedback to support learning and foster foundational language development.

This session will look at the components of a goal and outline a framework for drafting goals that reflect the necessary learner + communication partner contributions for learning and engaging with AAC. This framework guides a goal writing process that: 1) describes student skills in nuanced ways, 2) considers a range of goal targets informed by communicative competencies, 3) includes necessary conditions for learning such as partner input and feedback, and 4) formulates goal criteria that reflects increases in consistency over time, and across partners and environments. A link to a workbook will be provided that participants can use and replicate to guide their goal-writing practices, and guide collaborative goal writing in teams.

The second part of this session will explore opportunities to develop AAC learner skills across communicative competencies. Through examples and discussion participants will engage in action-planning related to operational competencies. Participant input and contributions will guide conversation and exploration of resources to support social and strategic competencies. Linguistic competence will be discussed with a focus on the descriptive teaching approach. Sample lessons will be shared and developed to systematically identify the “language of the lesson”; purposeful vocabulary selection to shape AAC learning and concept development of key ideas across multiple and varied activities.

Presenters

Tabi Jones-Wohleber

SLP, Communication AACtualized, LLC

Tabi Jones-Wohleber currently works as an AAC-focused SLP supporting families through the WV Birth to Three program. She previously worked as a school-based Assistive Technology Team leader for 17 years. Tabi created the widely shared Model as a MASTER PAL training series, and has authored chapters on AAC implementations in various texts. Tabi has worked with Angelman Syndrome family organizations in multiple countries, and presents on AAC-related topics at local, state, national, and international conferences... Read More →

Friday November 6, 2026 12:15pm - 1:30pm EST
Big Ten C

General Session