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If the Goal is Participation, Why Are We Still Counting Requests? Rethinking AAC Goals in Schools
If the Goal is Participation, Why Are We Still Counting Requests? Rethinking AAC Goals in Schools
Abstract
Presenters
Joseph Dhanens
Joseph Dhanens is a classically trained opera singer who is returning to university to pursue a career in speech-language pathology. He is currently completing a post‑baccalaureate program at the University of Wisconsin–Eau Claire, with plans to pursue a master’s degree in speech-language pathology. With a deep passion for voice and performance, Joseph is especially committed to ensuring that everyone has access to a voice, which has led to his growing interest in augmentative and alternative communication (AAC). He is currently mentored by Dr. Anna Noyes at the University of Saskatchewan and looks forward to continuing to develop his research, presentation, and clinical skills.

Adrianna Noyes
Dr. Noyes (she/her) is an Assistant Professor in the School of Rehabilitation Science. She has over a decade of clinical experience, primarily serving pediatric populations across preschool, K–12, outpatient, and teletherapy settings. Most recently, she expanded her clinical scope to include speech, language, and swallowing services for both children and adults in a hospital setting in California during the summer of 2025. Dr. Noyes earned her Bachelor of Science in Communication Sciences and Disorders from Utah State University in 2013, her Master of Science from the University of Wisconsin–Eau Claire in 2019, and her PhD from Penn State University in 2024. Her research centers on augmentative and alternative communication (AAC), with a particular emphasis on formal and informal mental health supports for AAC users. She is currently involved in collaborative, community-engaged research with clinicians, professionals, and members of the AAC community to improve mental health services and overall quality of life for AAC users. Dr. Noyes is committed to inclusive and participatory research practices. She believes that research should not be conducted about a population but rather with them. Her work is deeply informed by the lived experiences of AAC users and emphasizes co-development, sensitivity, and meaningful dissemination.

Learner Objectives
- Explain why skill-based AAC goals (e.g., counting requests) may fail to capture meaningful student participation in school settings.
- Identify opportunities to assess communicative participation within everyday classroom routines and activities.
- Develop measurable, IEP‑compliant AAC goals that prioritize authentic participation, access, and autonomy.
Timed Outline
- 5 min: Welcome, Introductions, and Session Framing
- 10 min: The Problem with Skill-Based AAC Goals in Schools
- 10 min: What Do We Mean by “Participation”?
- 15 min: Participation-Based Assessment in Real School Contexts
- 10 min: Writing Participation-Based AAC IEP Goals
- 10 min: Q & A and Discussion