Upon completion of this session, participants should be able to:
1. Summarize the developmental cascades framework
2. Describe the ON Time Mobility framework
3. Identify strategies for integrating systems with timely mobility supports and the potential impacts of this approach on children’s developmental opportunities, on their caregivers and educators, and on their environment.

Communication is the essence of what we are about as people. A young child’s receptive and expressive language development provides the foundation for being able to communicate across the lifespan. AAC provides a route for children with a range of disabilities to do so. Even though the role AAC plays in early intervention has matured substantially over the last few decades, in a 30-year review of the AAC early intervention literature, we reported that there has been an increase in studies with preschool children and to a lesser extent with children in the birth to three age group (Romski, Sevcik, Barton-Hulsey, & Whitmore, 2015; Sevcik & Romski, 2016). Our experience is that there are myths that hinder AAC use in early intervention. In this presentation, we will share our experiences ensuring that AAC is included in early intervention services and supports. We present two main challenges: 1) providing practitioners and families with AAC language intervention strategies that can support beginning communication and 2) discrediting the myths surrounding beginning AAC services and supports with very young children. First, we will present an evidence-based early language comprehension and production framework and interventions to facilitate the communication development for young children who may use AAC either temporarily or permanently from early in life, using illustrations from our own clinical research studies to highlight the use of these intervention strategies with young children (Romski et al., 2010; Romski et al., 2025). Second, we will discuss the myths that hinder AAC use in early intervention and offer solutions to refute these myths and change attitudes. We must be actively solutions-oriented to debunk these myths to ensure that all children have early access to communication.

As a result of this activity, the participant will be able to:

1) List at least two myths about AAC use in early intervention

2) Describe the role of comprehension in language development

3) List two strategies to refute myths about AAC use in early intervention

Children with cortical visual impairment (CVI) who use augmentative and alternative communication (AAC) experience unique challenges when accessing communication systems that rely heavily on visual interfaces. As a result, many children with CVI require targeted adaptations to AAC technologies to support effective communication. Artificial intelligence (AI) offers emerging opportunities to address the access needs of this population. This presentation will introduce foundational concepts in AI, provide an overview of AI-enabled features that may be beneficial for children with CVI who use AAC, and discuss future directions for leveraging AI technologies to advance AAC strategies that support communicative competence in this population. 

1. Describe current and emerging applications of artificial intelligence relevant to clinicians and researchers supporting children with cortical visual impairment.

2. Identify ways artificial intelligence–enabled features can be used to adapt augmentative and alternative communication (AAC) interfaces to improve access for children with cortical visual impairment.

3. Explain how ongoing developments in artificial intelligence may influence future communication strategies and AAC practices for children with cortical visual impairment. 

Self- determination, a widely recognized fundamental human right, plays an essential role in a person’s overall well-being and quality of life. The Self-Determination Continuum (SDC) is a tool created to better understand where individuals who use AAC are in their self-determination development and to support continued agency and growth. It is used to address some of the most critical areas for this population (such as preferences, emotions, tools, accommodations, health, services, social life).

This presentation introduces the SDC as a conceptual framework designed to support individuals who use AAC, along with their families and support networks. It offers a flexible approach to help teams create opportunities for individuals to develop self-knowledge, make choices, set goals, plan and take action, experience outcomes, monitor progress, and reflect in ways that foster ongoing growth. We will also share a personal experience of an individual who uses AAC, illustrating how the framework can be lived and applied over time, and integrated into already established interventions. 

Participants will be able to…

1. Describe the structure and purpose of the Self-Determination Continuum (SDC) as a framework for supporting the development of self-determination in individuals who use AAC.

2. List domains included in the Self-Determination Continuum.

3. Describe the importance of fostering reflection and conversation with individuals who use AAC and their support networks about their experiences, preferences, and goals related to self-determination.

4. Recognize an example of how the SDC framework can be incorporated into existing intervention contexts to support self-determination. 

Child development involves the interaction of multiple systems (e.g., sensory, motor, language), and changes in one system can have cascading effects on other systems (D’Souza & Karmiloff-Smith, 2016; Smith & Thelen, 2003). Upright, hands-free, self-initiated mobility—such as walking—can bring a multitude of benefits to children’s development, including physical, communication, language, and social domains.

Children with significant physical and communication disabilities can achieve upright, self-initiated mobility through the use of hands-free support walkers (HFSWs). A hands-free support walker (HFSW), also referred to as a gait trainer, is a non-powered mobility device (e.g., KidWalk, ProneWalk, Pacer, Grillo, Mustang). It provides support to the pelvis and body through a seat, trunk supports, and, when needed, a headrest, allowing children with significant physical disabilities to stand upright, move using their feet, and explore and interact with their environment using their hands.

In this presentation, we will first describe the self-initiated mobility program at The Bridge School (TBS). Second, we will present case examples to illustrate how interprofessional collaborative practice supports successful implementation of the program. Finally, we will discuss research projects conducted at TBS that examine the use of HFSWs with children who have significant physical and communication disabilities. 

Upon completion of this session, participants will be able to:

1. List at least three developmental benefits of walking for typically developing children, including physical health, enhanced communication skills, and increased social engagement.

2. Describe 2 AAC methods utilized by a child with physical and communication disabilities when using a hands-free support walker.

3. Discuss the potential benefits of providing upright, hands-free, self-initiated mobility to children with significant physical and communication disabilities that relate to language, communication, participation, and vision.