AAC Strategies for Individuals With Moderate to Severe Disabilities

Kathleen M. Feeley, Ph.D., Associate Professor, Department of Special Education and Literacy, C.W. Post Campus, Long Island University, Brookville, New York 11367

Dr. Feeley is the clinical coordinator for the Certifi cate in Autism and Special Education Program at C.W. Post Campus, Long Island University. As the founder and director of the Center for Community Inclusion at C.W. Post Campus, Dr. Feeley provides training and technical assistance to families, school districts, and adult service agencies as they include individuals with developmental disabilities within their communities. She is also Senior Editor for the journal Down Syndrome Research and Practice and is a member of the international research group Research Action for People with Down Syndrome (RAPID), sponsored by Down Syndrome International.

Susan S. Johnston, Ph.D., Professor, Department of Special Education, University of Utah, 1705 East Campus Center Drive, Room 221, Salt Lake City, Utah 84112

Dr. Johnston conducts research, teaches, and provides technical assistance in the areas of augmentative and alternative communication, early language and literacy intervention, and early childhood special education. During her tenure at the University of Utah, Dr. Johnston served as Associate Dean for Academic Affairs for the College of Education and currently serves as Director of International Initiatives for the College of Education. She received her Master of Arts degree and doctorate in speech-language pathology from the University of Minnesota in Minneapolis.

Emily A. Jones, Ph.D., Assistant Professor, Department of Psychology, Queens College, City University of New York, Flushing, New York 11367

Dr. Jones received her doctorate in clinical psychology from the State University of New York Stony Brook. She was Associate Professor in the Department of Psychology at C.W. Post Campus, Long Island University. Dr. Jones teaches courses in applied behavior analysis and developmental disabilities. She also provides training and technical assistance to families, school districts, and other service providers to support children with developmental disabilities in inclusive settings. Dr. Jones's research involves the development and demonstration of interventions to address early emerging core deficits in young children with developmental disabilities such as autism and Down syndrome. Her current interests are in the area of social and communication skills, including joint attention in children with autism and early requesting skills in children with Down syndrome.

Joe Reichle, Ph.D., Professor and American Speech-Language-Hearing Association (ASHA) Fellow, Department of Educational Psychology, Special Education Area, University of Minnesota, 250 Educational Sciences Building, 56 East River Road, Minneapolis, Minnesota 55455

Dr. Reichle holds a joint appointment in the Departments of Speech-Language-Hearing Sciences and Educational Psychology at the University of Minnesota. He is an internationally recognized expert in the areas of augmentative and alternative communication and communication intervention for individuals with significant developmental disabilities, with more than 55 articles in refereed journals. He has coedited 10 books focused on his areas of expertise and has served as an associate editor of the Journal of Speech-Language-Hearing Research.

During his tenure at the University of Minnesota, Dr. Reichle served on the executive committee of the dean of the graduate school, was associate chair of the Department of Speech- Language-Hearing, and was training director of the Center on Community Integration. He has also served as a principal investigator, coprincipal investigator, and investigator on numerous federally funded research and training grants.

Dr. Smith has always enjoyed working directly with young children and teachers of young children.