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AAC Journal Club

PRC is excited to offer Season Five of AAC Journal Club. Attend monthly club meetings to stay current on recent research in AAC. How it will work:
•    A 5-month season starting in January 2020
•    Meet live online every month for 1 hour
•    One or two journal articles reviewed each month by guest presenters
•    Receive a written summary of journal articles
•    Earn ASHA CEUs available for live attendance
•    Have access to a recording of the session

January 22, 2020     4:00 – 5:00 EST      Kara Bidstrup and Cortney Maholtz
•    McKeown, Margret G. (2019) Effective Vocabulary Instruction Fosters Knowing Words, Using Words, and Understanding How Words Work Language, Speech and Hearing Services in the Schools, pgs., 466-476
•    DeCarlo, Jenna, Bean, Allyson, Lyle, Samantha, Paden Miller Cargill, Lindsey (2019). The Relationship Between Operational Competency, Buy-In, and Augmentative and Alternative Communication Use in School-Age Children with Autism. American Journal of Speech-Language Pathology

February 26, 2020   4:00 – 5:00 EST      Susan Todd and Autumn Hayes
•    Mandak, K., & Light, J. (2018). Family-centered services for children with complex communication needs: The practices and beliefs of school-based speech-language pathologists. Augmentative and Alternative Communication, 34(2), 130–142.
•    Quinn, E, Kaiser, Ann, and Ledford, J, (2019). Teaching Preschoolers with Down Syndrome Using Augmentative Alternative Communication Modeling during Small Group Dialogic Reading. American Journal of Speech-Language Pathology, online

March 26, 2020       4:00 – 5:00 EST      Jill Senner, Matt Baud, Kathleen Post
•    Senner, J. E., Post, K. A., Baud, M. R., Patterson, B., Bolin, B., Lopez, J. & Williams, E. (2019). Effects of parent instruction in partner-augmented input on parent and child speech generating device use. Technology and Disability, 31, 27-38.

April 22, 2020         4:00 – 5:00 EST      Angelyn Franks and Maggie Judson
•    Gadberry, Anita L (2012), Client Communicative Acts and Therapist Prompts With and Without Aided Augmentative Alternative Communication Systems. Music Therapy Perspectives Volume 30, Issue 2,  Pages 151–157
•    McNaughton, David, Light, Janice, Beukelman, David, Klein, Chris, Nieder, Dana, Nazareth, Godfrey (2019).  AAC Journal, Building Capacity in AAC: A person-centered approach supporting participation by people with complex communication needs, Augmentative and Alternative Communication Vol 35,

May 27, 2020          4:00 – 5:00 EST     Amanda Samperi and Megan Conway
•    Thistle, Jennifer J., Wilkinson, Krista M, (2013) Working Memory Demands of Aided Augmentative and Alternative Communication for Individuals with Developmental Disabilities. Augmentative and Alternative Communication 29 (3), 235-245
•    Nancy Quick, Karen Erickson & Jacob Mccright (2019) The most frequently used words: Comparing child-directed speech and young children's speech to inform vocabulary selection for aided input, Augmentative and Alternative Communication, 35:2, 120-131,

Intended audience: This course is intended for those working with individuals who use AAC. Due to copyright issues we cannot distribute the articles; however, a written summary of the articles will be provided.


Wed, Jan 22, 2020
4:00pm - 5:00pm
Eastern Standard Time


A A C Journal

Register for Training
This class is taught in Eastern Standard Time

Learning Outcomes

Participant will be able to:

  1. State one key find in each article
  2. Make a connection between those key findings and daily practice


5 minutes - Introductions

25 minutes - Summary of first article, discuss key points, application to practice, and future areas to investigate

25 minutes - Summary of second article, discuss key points, application to practice, and future areas to investigate

5 minutes - Summary and Conclusion

Profile Picture of Kara Bidstrup

Kara Bidstrup, M.S., CCC-SLP

Kara is manager of training services for the Prentke Romich Company. She earned her Bachelor of Science degree in Communication Sciences and Disorders from Northwestern University and completed her Master’s Degree in Clinical Speech Pathology at Northern Arizona University. In addition, she completed an AAC endorsement from San Francisco State University. Since receiving her Masters, Kara has specialized in the field of assistive technology and augmentative/alternative communication serving both children and adults who use speech generating devices and other assistive technology.  At this time, Kara is responsible for creating and presenting AAC product training and implementation classes for both use online and in person. 

Kara holds the Certificate of Clinical Competence from the American Speech-Language-Hearing Association (ASHA). Kara is also a member of the ASHA SIG 12 (AAC division) and a member of the International Society for Augmentative and Alternative Communication (ISAAC).

Financial: Kara Bidstrup is a salaried employee-owner of PRC-Saltillo.

Nonfinancial: No relevant non-financial relationships to disclose.

Profile Picture of Cortney Maholtz

Cortney Maholtz, M.A., CCC-SLP

Cortney holds a Master’s of Arts degree in Speech-Language Pathology from the University of Maryland, College Park and a Bachelor’s of Arts degree in Hearing and Speech Sciences also from the University of Maryland, College Park.  

Cortney believes that augmentative/alternative communication (AAC) devices can be life changing for people with disabilities.  AAC devices can allow an individual the opportunity to communicate and participate in their life in ways they may not have been able to previously.  Cortney supports and trains the families and other team members (e.g. teachers, SLPs, PTs, OTs, etc.) to use, implement, and teach AAC to children and adults who an AAC device, so that these individuals may communicate and engage with their world.    

Cortney has worked in a variety of settings from acute/sub-acute rehabilitation and skilled nursing facilities to private clinics and in the schools.  In these settings, Cortney has worked with both adults and pediatric clients with a variety of disorders, such as Autism Spectrum Disorder, Downs Syndrome, cerebral palsy, dementia, stroke, and traumatic brain injury.  Her journey into AAC began approximately 7 years ago while working with a pediatric client in a private clinic.  Since that time, Cortney took several classes to learn about various AAC options and help other children acquire personal AAC devices.  

Cortney is a licensed SLP in Georgia, maintains certification as an SLP (CCC-SLP) from the American Speech-Language Hearing Association (ASHA) and is a member of ASHA Special Interest Group 12 for AAC.

Financial: Cortney Maholtz is a salaried employee-owner for PRC-Saltillo.

Nonfinancial: No relevant nonfinancial relationships exist.



Instructional Level


Content Area


Submission Deadlines

Live online classes:  Participants wanting ASHA CEUs must be registered, "join" the class through his/her unique confirmation email letter, participate for the entire duration of the class, and pass a post-test with 80% accuracy or higher. No partial credits will be submitted. Participants have 15 days to submit all ASHA paperwork to PRC. ASHA paperwork received after 15 days will not be accepted.

In-person classes:  All ASHA paperwork must be submitted to the presenter by the end of the training day.

ASHA Information

Participants wanting ASHA CEUs for a multiple day training must attend all days. In addition, if there is a registration fee associated with the class and payment is not received, PRC will not submit your request for ASHA CEUs.

An annual ASHA CE Registry fee is required to register ASHA CEUs. ASHA CE Registry fees are paid by the participant directly to the ASHA National Office. The annual ASHA CE Registry fee allows registration of an unlimited number of ASHA CEUs for the calendar year. Contact the ASHA CE staff at 800-498-2071 ext. 8591 for CE Registry fee subscription information:

PRC-Saltillo licenses a patented technology that is in PRC-Saltillo products trademarked as Accent®, ChatFusion™, NovaChat®, PRiO®, TouchChat®, TouchChat® Express, Look™, NuEye®, and NuPoint®, as well as software (CoreScanner™, Engage, Essence®,  VocabPC™, MultiChat15, UNIDAD®, Unity®, WordPower™, LAMP Words for Life®, LAMP Words for Life® - Spanish/English, LAMP Words for Life® - VI, TouchChat® app), and our Language Acquisition through Motor Planning™ (LAMP) approach. PRC-Saltillo also has registered five websites,,,,, and Because there are no other like-kind products available, course offerings will only cover information that pertains to the effective and safe use of the above-named products/softwares/websites.

PRC presentations will focus exclusively on Accent, PRiO, NuEye, Look, NuPoint, Unity, UNIDAD, LAMP Words for Life, LAMP Words for Life - Sp/En, LAMP Words for Life - VI,  CoreScanner, Essence, WordPower, Explore AAC, Realize Language, or AAC Language Lab and will not include information regarding other similar or related augmentative and alternative communication (AAC) devices or software.

Saltillo presentations will focus exclusively on ChatFusion, NovaChat, TouchChat, VocabPC, MultiChat15, WordPower, TouchChat app, Explore AAC, or TouchChat website.

WordPower is a trademark of Inman Innovations, Inc; © 2001-2019; All rights reserved. Used with permission.

Most of our presenters are salaried, employee-owners of PRC-Saltillo. A few of our presenters are contracted presenters.



This course is offered for 0.1 ASHA CEUs (Intermediate level, Professional area).

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For Mac-Based Organizers and Attendees

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  • Required: PowerPC G4/G5 or Intel processor, 512 MB of RAM or better recommended

If you are attending a class at 5pm or after and have issues hearing or connecting to the class, please contact LogMeIn at 1-888-259-8414 for assistance. If your class is during 8am to 4:55pm eastern time, please call our seminar department at 800-848-8008.

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